“I would read three to four books a day after school, and could read for 16 hours at a time,” he told the Times in 1980. “Mind you, that’s all I did. I belonged to three lending libraries and the public library.”
Books UnBanned offers readers between the ages of thirteen and twenty-one, anywhere in the United States, a year’s free access to the Brooklyn Public Library’s e-books and audiobooks.
Catherine Rampell, writing in The Washington Post : “Call me old-school, but maybe we should devote less energy to limiting what kids are reading and more to whether they can read at all.”
“Over the next two years, the city’s 32 local school districts will adopt one of three curriculums selected by their superintendents. The curriculums use evidence-supported practices, including phonics — which teaches children how to decode letter sounds — and avoid strategies many reading experts say are flawed, like teaching children to use picture clues to guess words.” Right on.
From The New York Times: “Fed up parents, civil rights activists, newly awakened educators and lawmakers are crusading for ‘the science of reading.‘ Can they get results?” With news about a new documentary, The Right to Read. From the trailer: “This is a civil-rights issue.” LeVar Burton is the executive producer.
Two responses to the podcast Sold a Story : How Teaching Kids to Read Went So Wrong: a letter signed by fifty-eight teachers, writers, and administrators, “A call for rejecting the newest reading wars,” and a reply to that letter signed by more than 650 current and former teachers, “For the students we wish we’d taught better.”
Imagine trying to learn a new language — Greek, say, in any of its varieties. It would be impossible to figure out words and their pronunciation without knowing the sounds that the letters make. Now imagine being four or five or six and learning to read in your own first language. It would be impossible to figure out words and their pronunciation without knowing the sounds that the letters make. I think that’s the clearest case that can be made for the importance of phonics.
Only last night did it occur to me to wonder: when college instructors outline the textbook in class and give out “study sheets” (i.e., questions and answers) for exams, are they merely slacking off, or are they compensating, consciously or not, for their students’ reading deficiencies?
For a while I never noticed the new reading-time estimates that accompany Times headlines. Now I can’t help noticing them, and I’m aghast. Seeing an estimate attached to a review of two books about attention and technology makes my ironymeter go haywire.
An anonymous reader asked me to “correct” the Favorite Books section of my Blogger profile by listing titles instead of writers. From my point of view, there’s nothing to fix. As my wife Elaine suggests, you can take any name on the list as prefaced by the words “anything by.”
A president and his sister: “What do you do?” the president asked. “I read,” Barry replied. “What do you read?” the president said. “Books,” Barry said.
“It's not a stretch to say that if the president read, thousands of lives might have been saved”: in The Week, Windsor Mann writes about Donald Trump*’s “lethal aversion to reading.”