Showing posts with label reading. Show all posts
Showing posts with label reading. Show all posts

Tuesday, April 20, 2010

Reading and Writing--Another form of Mentorship

Good readers make good writers--when they practice.  Award winning writers can become mentors for people looking to improve their craft in writing. Krashen makes some good points about strategies for reading and writing.

I began working with books for youth when I began teaching K-12 students.  I started focusing on authors for middle school students when I began teaching in middle schools in 2006.  To date I have probably read between 400 and 600 books, many by Newberry award winners.  My goal was to begin to get the feel for how the books "sound" and their "readability."

My goal is to begin to write some youth fiction soon.  In the course of reading all of these books, I have found some favorite authors and others whose books I enjoy less.  Rarely I have discontinued reading with I found the topic or how the book read incompatible with my personal preferences.

Recently I was working with Rick Riordan, author of the Percy Jackson books.  Rick Riordan was picked by Scholastic to be the first author in the Thirty-nine Clues series of books--Maze of Bones.  I listened to the six books in his series for adults involving Tres Navarre, private detective.  My goal was to explore the differences in the author's style when he changes from books for adults to books for youth.  There is a significant different in vocabulary, among other things.

I have some favorite authors and themes.  One of my Wikispaces websites focused on much of this youth reading. 

I need to begin practicing my writing skills in this genre.  Some of my favorite authors are Tamora Pierce (in the youth market) and Anne McCaffrey (her dragon series of books).  My mother and I both enjoy the "Cat Who" series by Lillian Jackson Braun.  I need to learn from each of these mentor-authors and to use their influence to create my own cast of characters and worlds.








Krashen, S.D.  (2003).  Free voluntary reading:  still a very good idea. In S.D. Krashen Explorations in Language Acquisition and Use  (pp. 15-29).  Portsmith, NH:  Heinemann.  Preview retrieved on March 21, 2009, from http://books.heinemann.com/shared/onlineresources/E00554/chapter2.pdf.

Friday, April 16, 2010

Voices in Reading--Narrators and eAudiobooks

eAudiobooks are especially tied to the voices of the narrator(s).  Some are recorded by a full cast and are almost an audio play.  Others are read by one narrator who often modifies his or her voice for the different characters in the book.

Jim Dale is the narrator of the Harry Potter audiobooks.   He has a distinctive voice and makes the stories very interesting.  Scholastic is the publisher of the Harry Potter books and, in the past year, has been developing another idea for more best selling books for the youth market. 

The new idea is the Thirty-Nine Clues series.  David Pittu is the narrator for all of the audiobooks in this series.  They are written by several award-winning authors.  The first book in the series is The Maze of Bones by Rick Riordan.

Tuesday, February 23, 2010

Reading Books on-screen)-Kindle for PC and Kindle for iPhone and iPod Touch

Yesterday I was attending the Virtual Edge Summit 2010 as a virtual participant using the Virtual Beginnings VirtualU 3D software.  Byron Reeves, one of the keynote speakers, mentioned a book he had co-authored--Total Engagement.

In the summer of 2008, I took five graduate courses from the University of Phoenix Online to qualify for some Illinois state approvals for my teaching certificate.  While working on those graduate courses, I became comfortable reading books on-screen.  All of the articles and textbooks used in these courses were available from the University of Phoenix library or other sources as downloads.  I worked with Adobe Acrobat Pro to highlight and to make annotations to all of the on-screen reading material.

Of course I went to Amazon.com to look for the book and found that it was available in a Kindle edition--for a better price than the hard cover edition.  I remembered my experiences with the reading for the University of Phoenix and looked to see if Kindle was available for the PC.  Amazon has a Kindle App for the PC and, via Apple's iTunes App Store, a Kindle App for the iPhone and iPod Touch.  (Amazon is building a Kindle App for the Mac.)  These Apps are free.  Once the Apps and the machines are registered with Amazon.com, customers can purchase the Kindle editions.  Even better, once the Kindle edition has been purchased, it can be read on both the iPhone/iPod Touch and the PC.  Amazon has built-in some annotation software so that I can make the same kinds of annotations I did using Adobe Acrobat Pro.

I downloaded and registered the Apps and purchased and downloaded the Kindle version of Total Engagement.  I started reading it on my iPod Touch last night.

The Apple iPad is coming and I did some research last year on eBook readers--Kindle, Sony, and BeBook,  a European competitor.  I was horrified to hear about the price of a data package for the iPad being marketed by AT&T.  I enjoy my iPod Touch and could see the iPad as an easier-to-read extension of the iPod Touch.  I don't pay AT&T anything directly for the iPod Touch--it's covered in my AT&T bundle of services for my home computer and mobile devices.

I am delighted to be able to read Kindle books on both my iPod Touch and PC.  I am already working with eAudiobooks from Audible.com (an Amazon company) and from the public library (using NetLibrary).  It's nice to add a new resource for the information I am looking for.

Tuesday, December 29, 2009

(Reading) Resources for Parents

In a conversation with a parent today in the therapy pool at the Delnor Wellness Center, we spoke about ways to provide enriching experiences for her two children in terms of reading and building skills useful both in school and beyond.  I have written about many of these ideas in earlier posts to this blog and wanted to revisit the topic--and to provide some new posts.

A very good way for students to build reading and writing skills is to listen to unabridged audiobooks of interest to them and to read along with an unabridged companion (printed) book.  The best source of these books is the local public library--in my area the St. Charles Public Library probably has the best collection.  If you do not have access to a public library (which I heartily encourage for everyone), you can go online to the World Public Library and access many downloadable digital books (for visual reading) and digital audio books.  An individual annual membership to the World Public Library is only $8.95 per year.

Downloadable books can be saved on iPods and MP3 players.   This gives the students access to books where they keep their music and gives them that much more opportunity to read or to listen to the books.

Amazon has the Kindle digital book readerKindle Wireless Reading Device (6" Display, U.S. Wireless)--that also supports audio.  Sony has a book reader and a European company makes a third reader (at, perhaps, a more affordable price).  While downloaded books can be read on computers--I read several textbooks that way while taking online courses from the University of Phoenix--portable book readers seem to be a much preferred way to go for digital books.  (You may want to explore "tablet PCs"--including a new one that may be coming out from Apple soon--to see if that will give you the most value from your investment.)  Follow this link for a review of the book readers.

I have been working with an extension of the audiobook and companion book concept to review my Spanish language skills.  I listen to an unabridged audiobook in English while reading its unabridged companion book in Spanish, then I listen to the unabridged audiobook in Spanish after I have read the companion book.  A modification that would also work is to do what I just said, then listen to the unabridged audiobook in Spanish and read the unabridged companion book in Spanish again.  This would reinforce Spanish pronunciation of the words in the book.

To improve writing skills, adults and children need to read more.  Research indicates that the best writers were first very good readers. (Visit the "Using Audiobooks" link on the page.).  An easy and mostly painless way to start is to find a series of books by a favorite author.  (For example, the Harry Potter series by J.K. Rowling.  Visit http://drm-booklists.wikispaces.com/ and look at the tabs on the left for some suggestions.)  Once the adults or children have listened to and read a few of the books in the series, they should be encouraged to create a sequel or another story using the same characters and language of their favorite author of the series.  This way they have good role models for their writing and a good way to measure the quality of their writing against the work of they author they were inspired by.

These approaches can improve reading and comprehension by both children and adults and are especially valuable for second language learners.  By involving multiple senses, these approaches can also help people overcome minor learning challenges that impact how they read or listen.

For those who are physically or visually challenged, the Library of Congress offers the National Library Service free for those who qualify.  Qualification is a matter of certification by a doctor and then patrons receive free digital audiobooks and braile books in the mail.  Visit my blog post about BARD for more details.

If you would like to see a presentation about using audiobooks to improve reading and academic performance, please follow this link to my website. (Go to the 2009 Presentation on "Using Audiobooks," then click on the link you want to use.)

If you are interested in working with me to help your children (or adults) to learn to read more, please visit my website contact page at http://www.joelmonty.net/contact/contact.htm.

Monday, September 21, 2009

Finding Who Cares--An Idea Crucial for Change

“Finding who cares” is critical to making change happen. Caring motivates individuals and organizations to move through the awareness—acceptance—action phases of preparing for change (slides 8 and 9). More than that, caring can motivate individuals to move beyond “paradigm paralysis”—a locking in to a comfort zone of the old paradigm when a paradigm shift is beginning to happen. (Similar to the idea that “the sun revolves around the earth” rather than that “the earth revolves around the sun.” –The paradigm shift attributed to Copernicus.)

The USA economy of 2009 shows elements of both paradigm paralysis and an emerging paradigm shift. One way to see this in action is to look at the efforts of Team Earth. Team Earth created a new website today to encourage others to join with them (in the process of awareness—acceptance—and action) to preserve Planet Earth. Two other interconnected concepts relate to what is happening around us today.

Stephen Covey, in his book The Seven Habits of Highly Effective People, introduced the idea of “circle of concern.” The outermost circle is a broad circle of concern—the edge of awareness of the individual owning the circles. Inside the broad circle is a person’s circle of influence—an area where actions on the part of the individual can have an effect, direct or indirect. Inside the circle of influence is the circle of control—a much smaller circle where decisions and actions by the individual are largely under the control of the individual. When a person moves through awareness—acceptance—and action, most effective action takes place in the circle of control with less effective action in the circle of influence. The circle of concern is at a limit of awareness without consequence on the other two circles.

“What’s In It for Me (WIIFM)?” is second interconnected concept that is in play in today’s challenges for caring and change. True caring, accompanied by progress through the awareness—acceptance—action phases, (Slides 8 and 9) helps an individual make the personal decision and take the personal action that moves him or her beyond the limits of his or her comfort zone.

In schools, students who consistently read below-grade level frequently respond by engaging in off-task behavior, actively intervening to avoid difficult or unpleasant work. They are often successful, with the result that they do not learn what they need to learn in the classroom. In business, upper-level decision makers may not fully support a vision for change held by a few executives. In their resistance, they can actively sabotage the efforts toward change initiated by the senior executives. While successfully maintaining the “status quo” and their comfort zones, it may lead to the dissolution of the business. Some of these actions were part of the “melt-down” of the economy in the USA. Some executives whose comfort zones (and life styles) dictated that they needed high salaries regardless of the financial performance of their organizations worked to continue their executive pay-outs even when the organizations were bailed out by taxpayer dollars. Some organizations said that the money paid to executives came from the organization and that the federal dollars were used for other needs of the organization.

A few years ago Al Gore introduced a movie, An Inconvenient Truth, documenting the negative effects on Planet Earth caused by “global warming.” Evidence from observation—frequently in multimedia format accessed over the Internet—shows major changes on the planet. There is still debate regarding the cause. Whether or not global warming is the cause of what is happening to the planet, major changes are taking place on a daily basis. The feature story of National Geographic’s August, 2009, issue was on the super volcano located below Yellowstone National Park.

Team Earth and National Geographic are both looking for concerned individuals and organizations to care enough about Planet Earth to lobby for change—and to take other action. We all know how hard it is to make a personal change—such as moving to an ideal weight, becoming smoke-free, reading successfully, speaking another language fluently, engaging regularly in healthy exercise.

Actions to improve healthy lifestyle bring the focus to the health care system in the USA. Regardless of the changes proposed by President Barack Obama, many people and organizations are lobbying strongly for their personal WIIFM. The public at large needs affordable, comprehensive healthcare--that's a WIIFM for the public. How to meld an entire nation into a shared vision for positive change is a challenge for the Obama administration and for all U.S. citizens.

The American Red Cross is an organization that is part of a world-wide movement of people who care.  Caring can take many forms--from donations to volunteer service to the community and to the world community.

“Finding who cares” is an important pursuit. Our “wisdom models” need to be people who care. If we want to make a positive change in our lives, we need to care enough to make it happen. If we want to make a positive change in our families, our family needs to care enough to make it happen. If we want to make a positive change in our organizations, sufficient levels and numbers of people in the organization need to care enough to share the vision and to bring the change about. How do we know when we’ve found people who care?

That will be the subject of another post. It is important to keep asking ourselves that question. Perhaps one of the characteristics will be that what they care about will be reflected in their answer to WIIFM and not be limited to themselves.

Saturday, August 15, 2009

Reading Challenge--Step "Outside the Box" and Make a Difference with Me in K-12 Education

"The Economy in 2009"‐‐at a time when students are graduating from high school reading at a third or fourth grade level, when employees need symbols on keys to enter sales at fast‐food restaurants, when beginning employees and students entering community colleges cannot read the textbooks, manuals, or follow written instructions well enough to be successful at their jobs, teachers are laid off in droves.

Many teachers who are not yet tenured and who chose to come to teaching as a second (or later career) to make a difference for students often command higher salaries due to education and, in districts already operating "in the red" are let go by some school districts and not hired by other school districts.

Beyond that challenge, many interventions designed to help struggling readers improve reading skills are not proving successful enough to produce a quality change in students' abilities to read. Research indicates that many students who have problems reading often engage in off‐task behavior and bring others off‐task with them so not to have to compete in academics. Schools invest money in "positive behavior intervention and support" (variations of discipline and rewards) rather than in helping students build solid social‐emotional skills appropriate to their grade levels and use "off the shelf" interventions to build reading scores (not necessarily skills or habits). (See http://joelmonty.wikispaces.com/research
for several research articles which support these claims.)

For the last six years I have been one of those multiple‐career teachers, working with English language learners (ELLs) in K‐12 school districts in Kane County Illinois. I have gone back to school to meet state requirements for teaching and completed a post‐doctoral Master of Arts in Teaching in May, 2008, then
took 15 graduate hours during the summer of 2008 to obtain state approval as a bilingual (Spanish) teacher and as a Teacher of English as a Second Language. I earned my doctorate degree in 1992 in adult education and human resources development. Before stepping into the K‐12 classroom, I had been a teacher of adults since 1968 (starting as a volunteer with the American Red Cross). I had designed innovative programs provided to employees of businesses and corporations in North and South America, Asia, Europe, and Australia. I had also been an organizational change consultant for organizations around the world for more than 40 years.

Most recently I have been focusing on the ongoing problem of below‐grade –level reading among middle school students and beyond. While prevalent among ELLs and students whose families are in the lower economic categories (receiving free or reduced lunches), it is more widespread than that. My research and practice have led me to explore a technology‐enhanced approach which had established a good track record in the 1990s and has even greater application today, leveraging the new technology. I am referring to the use of audiobooks and eAudiobooks (which can be downloaded to iPods and MP3 players) to encourage reading and improved academic performance. (See http://joelmonty.wikispaces.com/research for an article and a presentation on this subject.)


Today, at the beginning of the 2009‐2010 school year, I am looking for school districts who would like to partner with me to introduce this approach with small groups of students, teachers, and librarians at the middle school level and above.

This is a time to step “outside the box” and to find a way to support something new that has the potential to make a real difference for K‐12 students and employers and future families in this country.

If you are ready "step outside of the box" to work with me to meet this challenge, please let me know. The website linked to the title of this blog entry takes you to the project page for DrM‐Resources and this is the “Providing Access to eAudiobooks and Audiobooks to Improve Reading and Academic Performance” project.

Tuesday, August 11, 2009

iPods and MP3 players for Education

This post came as part of a LinkedIn dialog in the "Faculty Room" group. Go to the link to view the group and all of the dialogs.

"iPods as Reading Tools" by Linda Bomar, L. (2006, May-June). iPods as reading tools. Principal, NAESP.org, pp. 52-53

Don't Turn 'Em Off, Tune 'Em In! (2007, September). NEA Today, 26(1), 17. Retrieved July 28, 2009, from Research Library. (Document ID: 1360186081).

I work with technology with both adults and school children. A literacy coach worked with the school district I was in last year and actually got the students to use text messages to improve their writing skills--and to get them totally hooked into his class.

Students love to explore the technology and, at various ages, many love to find porn or anything off-task--true in school and at work. Let's look at a "begin with the end in mind" perspective. If students don't learn to use technology appropriately in school, what do you think they'll do on the job after they finish school?

In the schools I worked in most recently, we did not have enough computers for all students. I had a variety of tasks for students to do on computers (see http://drm-ms-resources.wikispaces.com/). The school had firewalls and monitoring programs so that, for the most part, students had access to what they needed to work on.

While iPods and MP3 players were not used in school, I had students who read at a 3rd grade level able to quote the lyrics of some favorite songs. At the end of the year I was working with eAudiobooks--downloadable books that they could have on their iPods or MP3 players next to their music. The next task is to get them to listen to the books.

Technology is a part of our lives--whether or not we actually own the technology. MP3 players are becoming more and more widespread at lower and lower cost. When we can use the technology as a learning tool, it becomes much more powerful--and even becomes perceived by students as more relevant to their lives.

We do need to educate students and parents about how to be "safe" using technology. (See my "Learning Passport" wiki site--a link on the site I referred to earlier.)

Some observers report that our students have dwindling attendion spans. Our key as educators is to create engaging activities that students want to focus their attention on--and then make the engagement something they value and want to continue. Technology can help--if educators take the time to find out how to use it as a support tool rather than a distraction.