These are the footnotes for excerpts from Chapter 6 of
The Read-Aloud Handbook (Penguin, 2013, 7th edition).

Footnotes for CHAPTER SIX

(The Print Climate in the Home, School, and Library)

1. David E. Sanger, “The Price of Lost Chances” New York Times Special Section “The Reckoning,” September 11, 2011.
2. Susan B. Neuman and Donna Celano, “Access to Print in Low-Income and Middle-Income Communities: An Ecological Study of Four Neighborhoods,” Reading Research Quarterly 36, no. 1 (2001): 8–26; and Susan B. Neuman, Donna C. Celano, Albert N. Greco, and Pamela Shue, Access for All: Closing the Book Gap for Children in Early Education (Newark, DE: International Reading Association, 2001).
3. Nell K. Duke, “For the Rich It’s Richer: Print Experiences and Environments Offered to Children in Very Low-and Very High-Socioeconomic Status First-Grade,” American Educational Research Journal 37, no. 2 (2000): 441–78.
4. Krashen, The Power of Reading. See also Stephen Krashen, “Our Schools Are Not Broken: The Problem Is Poverty,” Commencement Address, Graduate School of Education and Counseling, Lewis and Clark College, Portland, OR, June 5, 2011, http://www.sdkrashen.com/articles/Our_schools_are_not_broken.pdf; video for the speech, http://graduate.lclark.edu/live/news/12363-commencement-speaker-stephen-krashen-questions.
5. Jeff McQuillan, The Literary Crisis: False Claims, Real Solutions (Portsmouth, NH: Heinemann, 1998).
6. Richard Allington, Sherry Guice, Kim Baker, Nancy Michaelson, and Shouming Li, “Access to Books: Variations in Schools and Classrooms,” Language and Literacy Spectrum, Spring 1995, pp. 23–25. Also Richard L. Allington and Sherry Guice, “Something to Read: Putting Books in Their Desks, Backpacks, and Bedrooms,” in Phillip Dreyer, ed., Vision and Realities in Literacy: Sixtieth Yearbook of the Claremont Reading Conference (Claremont, CA: Claremont Reading Conference, 1996), p. 5.
7. Keith Curry Lance, Marcia J. Rodney, and Christine Hamilton-Pennell, How School Librarians Help Kids Achieve Standards: The Second Colorado Study, Colorado State Library, Colorado Department of Education; Keith Curry Lance, Lynda Welborn, and Christine Hamilton- Pennell, The Impact of School Media Centers on Academic Achievement, Colorado Department of Education. See also Christine Hamilton-Pennell, Keith Curry Lance, Marcia J. Rodney, and Eugene Hainer, “Dick and Jane Go to the Head of the Class,” School Library Journal 46, no. 4 (2000): 44–47.
8. Sarah Sullivan, Bonnie Nichols, Tom Bradshaw, and Kelli Rogowski, To Read or Not To Read: A Question of National Consequence, Research Report no. 47 (Washington. DC: National Endowment for the Arts, 2007), pp. 72–74, http://www.nea.gov/research/toread.pdf. See also Campbell, Hombo, and Mazzeo, NAEP 1999 Trends in Academic Progress.
9. R. Constantino and Stephen Krashen, “Differences in Print Environment for Children in Beverly Hills, Compton, and Watts,” Emergency Librarian 24, no. 4 (1997): 8–9. See also Stephen Krashen, “Bridging Inequity with Books,” Educational Leadership, January 1998.
10. Many of Krashen’s findings and recommendations can be found in Stephen Krashen, Every Person a Reader: An Alternative to the California Task Force Report on Reading, distributed by ALTA Book Center, 14 Adrian Ct., Burlingame, CA 94010, telephone (800) ALTA- ESL, online at www.languagebooks.com/ books/every_person_a_reader.html. See also Krashen, The Power of Reading.
11. Kathleen Kennedy Manzo, “California Continues Phaseout of Whole Language Era,” Education Week, July 9, 1997.
12. “Statistics About California School Libraries,” California Department of Education, http://www.cde.ca.gov/ci/cr/lb/schoollibrstats08.asp .
13. James Ricci, “A Saving Grace in the Face of Our School Library Scandal,” Los Angeles Times Magazine, November 12, 2000. See also Douglas L. Achterman, “Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California,” University of North Texas UNT Digital Library, http://digital.library.unt.edu/ark:/67531/metadc9800/
14. Duke, “For the Rich It’s Richer.”
15. See Chapter 5, page 89 of the print or e-book edition.
16. Allington et al., “Addressing Summer Reading Setback.” See also Allington and McGill-Franzen, “Got Books?” pp. 20–23; Cooper et al., “The Effects of Summer Vacation on Achievement Test Scores”; and Kim and White, “Teacher and Parent Scaffolding of Voluntary Summer Reading.” The “summer gap” was explored by American RadioWorks in its podcast of May 27, 2011, http://download.publicradio.org/podcast/americanradioworks/podcast/
    arw_4_48_summerslide.mp3.
17. Vin Crosbie, “What Newspapers and Their Web Sites Must Do to Survive,” USC Annenberg Online Journalism Review, 2004, http://www. ojr.org/ojr/business/1078349998.php.
18. “Americans Spending More Time Following the News,” Pew Research Center for the People and the Press, September 2010,
    http://people-press. org/2010/09/12/americans-spending-more-time-following-the-news/.
19. Noam Cohen, “The Final Bell Rings for Weekly Reader, a Classroom Staple,” Media Decoder (blog), New York Times, July 24, 2012, http://mediadecoder.blogs.nytimes.com/
    2012/07/24/the-final-bell-rings-for-weekly-reader-a-classroom-staple/.
20. David Carr, “The Lonely Newspaper Reader,” New York Times, January 1, 2007, http://www.nytimes.com/2007/01/01/business/media/01carr.html.
21. The original spoof page is at http://zapatopi.net/treeoctopus/.
22. Donald Leu, David Reinking, Julie Coiro et al., “Defining Online Reading Comprehension: Using Think Aloud Verbal Protocols to Refine a Preliminary Model of Internet Reading Comprehension Processes,” presented at the Annual Meeting of the American Educational Research Conference, Chicago, April 9, 2007, http://docs.google. com/Doc?id= dcbjhrtq_10djqrhz; and Beth Krane, “Researchers Find Kids Need Better Online Academic Skills.” UConn Advance, November 13, 2006, http://advance.uconn.edu/2006/061113/06111308.htm. See also “Pacific Northwest Tree Octopus,” Wikipedia, http://en.wikipedia.org/wiki/Pacific_Northwest_tree_octopus.
23. Steve Kolowich, “What Students Don’t Know,” Inside Higher Ed (blog), August 22, 2011, http://www.insidehighered.com/news/2011/08/22/erial_study_of_student_
    research_habits_at_illinois_university_libraries_reveals_ alarmingly_poor_information_literacy_and_skills. See also Lynda M. Duke and Andrew D. Asher, eds., College Libraries and Student Culture: What We Now Know (Chicago: ALA Editions, 2011).
24. A built-in “detector” would be deep background knowledge, usually achieved through extensive reading, something largely lacking in today’s youth.

Chapter Six — p.1  p.2  p.3

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