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  1. LETS READ! How do we encourage students to engage in reading and learn to enjoy it?

  2. Introduction: Please open your texts to start our presentation and to follow along: (Page 24)

  3. Different kinds of readers: There are many types of reader’s. Some like fiction, some like non- fiction and some are just reluctant readers. Jobe, Ron, and Mary Dayton-Sakari. Reluctant Readers: Connecting students and books for successful reading experiences. Markham, ON, CAN: Pembroke Publishers, 1999.

  4. 1st Type of Reluctant Reader: “I can’t” Characteristics: • passive • avoidance experts • afraid to take risks

  5. 2nd Type of Reluctant Reader: “I don’t know how” Characteristics: • easily frustrated • reliant on the teacher • not responsible • frequently absent from instruction

  6. 3rd Type of Reluctant Reader: “I’d rather” Characteristics: • things-oriented • hands on • interested in the world • good at crafts and art

  7. 4th Type of Reluctant Reader: “I don’t care” Characteristics: • disinterested or bored • habitual failures • expert at coping skills • usually older readers

  8. 5th Type of Reluctant Reader: “What? I don’t understand!” Characteristics: • lack vocabulary, not concepts • lack cultural meaning • often ELL

  9. 6th Type of Reluctant Reader: the Real “I have a reading problem” Characteristics: • Specific physical or mental disability • Inability to use language effectively • possible visual or hearing difficulties

  10. Which reading materials interest your students? • Many different kinds of books: Fiction and non-fiction. Books of sci-fi, fantasy, biographies, history, mystery and informational • Magazines • Comics • Audio books

  11. Manuals (cars and appliances) • Newspapers • Poetry • Atlases • Encyclopedias • Sports game programs

  12. A comfortable environment: Research shows that a comfortable classroom environment encourages student learning. The most important part to make a classroom comfortable for young readers and learners are as follows: • Cleanliness • Artwork and wall decoration • A classroom Pet

  13. Individual Needs: • Noise • Temperature • Lighting • Hunger • Classmates • Setting

  14. Colours and Furniture: Create an environment that makes students feel welcome! Furniture and objects for reading encouragement include: “Plants, soft chairs, rugs, and pillows can help to add warmth and comfort to a class environment.” (Rutter, Maughan, Mortimore, & Ouston, 1979). “Teachers should keep in mind that red and orange can make children feel nervous and unsettled while blue and green can help students feel calm. Furthermore, dark colors take natural sunlight out of a room and can even make people feel drowsy and listless.” (Hathaway, 1987)

  15. Gender roles and influences “We bring everything we are to a text, struggling to fit what we read into our world picture. We make sense of print text with the texts of our lives. We bring our past and our present to our reading. Being a boy is part of how our male students read, and for some boys, it is a dominant force. If some boys see reading as a feminized activity (especially if we define literacy as reading novels), then they will reject it. Usually, peer groups demand gender-specific behavior.” Booth, David. Even Hockey Players Read: Boys, Literacy and Learning. Markham, ON, CAN: Pembroke Publishers, 2002.

  16. What does dad read? Why are there only women in mom’s book club? What do they read in the book club?

  17. Gender roles and influences • Importance of masculine role models who read: • What do they read? How often? and What do they write? • Take a minute to discuss with your table partners: • Visualize of important role models in your family (mother, father, grand-parents, others) • How often do they read? • What do they read (novels, biographies, non-fiction books, magazines, newspaper, work-related/academic papers, websites, social media, other) ?

  18. Gender roles and influences Research finds four factors that contribute to men who are fathers rejecting reading as a voluntary activity: • Reading and physical activity are defined as mutually exclusive. • Fictional narrative is rejected. • Reading is seen as a forced activity, like homework. • Interest in maths and science is viewed as opposition to literature.

  19. Gender roles and influences “ In listening to and reading the dozens of interviews we carried out for this book, it became evident that too many male respondents view themselves as non-readers. However, in almost all cases, they were referring to the reading of literature, specifically fictional novels. Most respondents actually read a great deal, but seldom novels, and most expressed guilt (or even shame) about this. Interestingly, I also find myself reading mainly non-fiction at this time in my life.” Booth, David. Even Hockey Players Read: Boys, Literacy and Learning. Markham, ON, CAN: Pembroke Publishers, 2002.

  20. Gender roles and influences Males as role models to encourage reading: • Sportbags on specific topics (non-fiction book, related activities and magazines for adults) shared in class by fathers and/or elder brother • Involving males in the family: supporting and providing relevant reading material at his level and giving attention. Positive impact on confidence and performance • Male Mentor Reading Programs: invite literate men from a broad range of professions to come and read with students in the classroom.

  21. Gender roles and influences “Out-of-school literacy practices for many boys often go unrecognized or untapped in the school classroom. What boys value as literacy texts can unintentionally be dismissed or demeaned in school. And yet for many boys, their deep involvement in (and their dedication to) computers, magazines, CD-ROMs, videos, card collections and hobbies can offer us entry points into their lives as readers and writers.” Booth, David. Even Hockey Players Read: Boys, Literacy and Learning. Markham, ON, CAN: Pembroke Publishers, 2002.

  22. Activity time