are the footnotes for a
brief excerpt from the Introduction to
The Read-Aloud Handbook (Penguin, 2013,
Footnotes for CHAPTER
(WHY READ ALOUD?)
- Richard C. Anderson, Elfrieda H. Hiebert, Judith A. Scott, and Ian A. G. Wilkinson, Becoming a Nation of Readers: The Report of the Commission on Reading, U. S. Department of Education (Champaign-Urbana, IL: Center for the Study of Reading, 1985), p. 23. Becoming a Nation of Readers is still in print. Copies can be obtained by contacting Brenda Reinhold at the University of Illinois-Champaign, College of Education, 217-244-4613, reinhold@illinois. edu. Cost: $7. 50, plus handling fee of $2. 50 and shipping.
- Ibid., p. 51.
- Keith E. Stanovich, “Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy,” Reading Research Quarterly 21, no. 4 (1986): 360– 407; Richard Anderson, Linda Fielding, and Paul Wilson, “Growth in Reading and How Children Spend Their Time Outside of School,” Reading Research Quarterly 23, no. 3 (1988): 285– 303.
- The Nation’s Report Card: Reading 2011 (NCES 2012– 457), Institute of Education Sciences, U. S. Department of Education (Washington, DC: National Center for Education Statistics, 2011), p. 2.
- See page 121 of book in paper or e-book.
- Jeanne S. Chall and Vicki A. Jacobs, “The Classic Study on Poor Children’s Fourth-Grade Slump,” American Educator 27, no. 1 (2003), http://www.aft.org/newspubs/periodicals/ae/spring2003/hirschsbclassic.cfm.
- Gordon Rattray Taylor, The Natural History of the Brain (New York: Dutton, 1979), pp. 59– 60.
- Stanovich, “Matthew Effects in Reading”; Anderson, Fielding, and Wilson, “Growth in Reading and How Children Spend Their Time Outside of School”; Richard L. Allington, “Oral Reading,” in Handbook of Reading Research, P. David Pearson, ed. (New York: Longman, 1984), pp. 829– 64; Warwick B. Elley and Francis Mangubhai, “The Impact of Reading on Second Language Learning,” Research Quarterly 19, no. 1 (1983): 53– 67; Irwin Kirsch, John de Jong, Dominique LaFontaine, Joy McQueen, Juliette Mendelovits, and Christian Monseur, Reading for Change: Performance and Engagement Across Countries—Results from PISA 2000, Organisation for Economic Co-operation and Development (OECD), http://www.oecd.org/dataoecd/43/54/33690904.pdf; Foertsch, Reading In and Out of School.
- Betty Hart and Todd Risley, Meaningful Differences in the Everyday Experience of Young American Children (Baltimore, Brookes Publishing, 1996). For a downloadable six-page condensation of the book: Betty Hart and Todd R. Risley, “The Early Catastrophe: The 30 Million Word Gap by Age 3,” American Educator (American Federation of Teachers), Spring 2003, http://www.aft.org/pdfs/americaneducator/spring2003/TheEarlyCatastrophe.pdf. This can be freely disseminated to parents, according to the AFT Web site. A follow-up study was released by researchers at Standford in 2013, this one showing the language gap appeared as early as age 24 months, Motoko Rich, "Language-Gap Study Bolsters a Push for Pre-K," New York Times, October 22, 2013, p. A1. See also Ginia Bellafante, “Before a Test, a Poverty of Words,” New York Times, October 7, 2012, p. MB; and Paul Chance, “Speaking of Differences,” Phi Delta Kappan, March 1997, pp. 506– 7.
- George Farkas and Kurt Beron, “Family Linguistic Culture and Social Reproduction: Verbal Skill from Parent to Child in the Preschool and School Years,” paper delivered March 31, 2001, to annual meetings of the Population Association of America, Washington, DC, http://www.eric.ed.gov:80/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED453910. Also Karen S. Peterson, “Moms’ Poor Vocabulary Hurts Kids’ Future,” USA Today, April 12, 2001.
- This is printed at the bottom of the article: “Articles may be reproduced for noncommercial personal or educational use only; additional permission is required for any other reprinting of the documents.” That entire spring issue is an easy-to-understand treasure of research on children’s language and reading comprehension, free for downloading at
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