THE CLASSICS & ONE HUNDRED YEARS OF SOLITUDE

I wonder sometimes if it's the best idea to talk about "classics" on a blog that has such strong literacy aims, in some aspects strongly geared toward reluctant readers. But then I think about all the incredible leaders and thinkers in our world, and how many of them were inspired by or had their thinking shaped by "classics" or books with lasting ideas and strong stories. (My favorite list with leaders, musicians, athletes, actors, etc. is You Are What You Read. See booklists from One Direction, Eli Manning, Hillary Clinton, Jeff Kinney, and so much more.) You'll also find that some of them, and even a lot of us "readers" once were reluctant until convinced by such books.


I recently finished One Hundred Years of Solitude, and while it took me a little while to get through--mostly due to deadlines of other books--it was worth every minute I spent with it. Here's my brief thoughts:


One Hundred Years of Solitude
by Gabriel Garcia Marquez

Harper Perennial 
Release Date: this edition--2006. Originally 1967.
Genre: Literature, Magical Realism
Pages: 417
Amazon | Indiebound | Goodreads

Synopsis: 
One of the 20th century's enduring works, One Hundred Years of Solitude is a widely beloved and acclaimed novel known throughout the world, and the ultimate achievement of a Nobel Prize winning career. 

 The novel tells the story of the rise and fall of the mythical town of Macondo through the history of the family. It is a rich and brilliant chronicle of life and death, and the tragicomedy of humankind. In the noble, ridiculous, beautiful, and tawdry story of the family, one sees all of humanity, just as in the history, myths, growth, and decay of Macondo, one sees all of Latin America. Love and lust, war and revolution, riches and poverty, youth and senility -- the variety of life, the endlessness of death, the search for peace and truth -- these universal themes dominate the novel. 

Whether he is describing an affair of passion or the voracity of capitalism and the corruption of government, Gabriel Garcia Marquez always writes with the simplicity, ease, and purity that are the mark of a master. Alternately reverential and comical, One Hundred Years of Solitude weaves the political, personal, and spiritual to bring a new consciousness to storytelling. Translated into dozens of languages, this stunning work is no less than an accounting of the history of the human race.

Not the easiest thing I've ever read, but really one of the most brilliant. Marquez's writing is dreamy and descriptive, and it's as easy to get lost in it as it is to get lost in the plot.

The magical realism was incredible. It seems totally plausible that characters do things like eat dirt, get taken up into heaven admist the laundry, survive insomnia plagues, etc. Sometimes I felt a bit like I was in a thrilling ride through the dryer's tumble cycle--round and round and round--with all the name repetition and of course the idea that history repeats itself, an idea so prominent you'd be as crazy as most of the characters to miss it.

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ON RELUCTANT READERS + GENDER EQUALITY IN READING

In studying gender equality in reading lately, I've been examining and questioning how I let gender influence the books that I recommend--and I've come to some interesting conclusions. I wholeheartedly agree on the following things: 

-There are some issues with gender-specific marketing. Why should some books only be marketed to boys, and others to girls? This can influence readers to a great extent--not always a good thing.
-Boys can and do read books marketed for girls or starring female protagonists. They can and should read books that deal with emotional issues--books which sometimes are unfortunately labeled as "girly".
-Reluctant girl readers are underrepresented, especially seeing how much attention reluctant boy readers are given. 

BUT. If you've had any exposure to middle school and older aged kids, you know for certain that at those ages, boys and girls are just different. Biologically even (those poor things and all their hormones). This is probably obvious, but boy readers and girl readers at those ages are wildly different too, especially if they've been classified or see themselves as non-readers.

We can find some fault with societal gender typing, which may change over time with the admirable efforts of writers and readers . . . but it would be sad to miss an opportunity today to get a good book in the hands of a reluctant reader. Reluctant boy readers often reach for books about war, humor, sports, zombies, sports, survival scenarios, biographies, and sports. While it does happen, they're unlikely to venture into Pretty Little Liars territory. So, while making all types of books available to all, it's necessary to allow gender to influence some of the books you recommend. 

The bottom line is this: when finding a book for a reader (reluctant or not) connect them with a book that appeals to their interests and passions. If a boy absolutely loves war stories and combat, don't hesitate to hand him Lone Survivor, but maybe also hand him Divergent. If a girl loves romance stories, give her The Fault In Our Stars, but maybe also Hostage Three. Appeal to their interests, but also use your mighty power in selecting books that can also broaden their perspectives, and introduce them to new tastes.

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REVIEW: THE SMARTEST KIDS IN THE WORLD

The Smartest Kids in the World: And How They Got That Way by Amanda Ripley
My rating: 5 of 5 stars

Teachers, Administrators, Parents, Anyone Who Cares About Education: read this!

I really liked this book because I've seen a lot of the research and articles before as an educator. It's fairly common knowledge that the US is struggling with learning, especially when measured against other countries. While the facts were familiar, the insight that Ripley provided into not just our education system but other successful education systems worldwide was revelatory and sometimes unsettling.

Some might take issue with some of the things she says about American education (like when she calls some teachers "middling professionals" !! (but maybe true in some cases)), but while some parts might be a little loose,
some of the things she says are hard to hear because they are true. She does acknowledge that what works in other countries may not work in the US; we have more diversity and a different kind of government--but excuses like these are not going to be enough to stand on.
Ripley presents some lessons learned from other countries as achievable actions for US education:
      1-High expectations for students
      2-Raising the standards of teacher selection & education--but also giving teachers more autonomy
      3-Making tracks of gifted, vocational, remedial education available much later or not at all
      4-Tougher curriculum that has more depth than width
      5-Easing off spending on technology

It's hard for me just to review this book because I want so badly to discuss it's ideas! But I'll just say that Ripley has done some great storytelling and analyzing of the facts and ideas, and come up with something that is hopeful and informative. As a teacher, this sparked reflection on my own teaching practices, making me want to raise expectations and standards for my students and for myself, grading on results and really investing time and effort into an effective curriculum. I've seen the bored students, the students who could do more but don't feel that any more is expected of them, and I agree, things are at a turning point. This book adds something valuable and worthwhile to that discussion.

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BOOK TRAILERS: GETTING EXCITED ABOUT A BOOK

I had some emails in response to the summer literacy tips post, specifically about getting excited about books-- so I thought I would share one of the most successful ways to get excited about a book. This applies to all readers, reluctant or not! 

Lots of readers spend a significant, although perhaps small, amount of time previewing books before they commit. Reluctant readers need to develop this skill because it will help them find books that are really interesting rather than starting a million different books that they don't find to their taste, then giving up and feeling discouraged about reading. One of the fastest and easiest ways to preview books is by watching videos! Book trailers are becoming more and more common, with publishers often creating a trailer for new releases to get readers excited and interested in their books. 

I also really enjoy video clips that provide a little more than a preview . . . a short summary of the book, especially for longer or more complex plots, really helps me understand what I'm reading and allows me to get invested in the story. There are more and more of these summary & preview clips popping up all over the place, from YouTube, book websites, and more. Some of my favorites are on the website Academic Earth, where the drawings in the videos are an entertaining way to get an overview of the book. I watched the Atlas Shrugged one the other day, and was grateful I did when the book came up in casual conversation . . . it's been a while since I've read that book (not to mention it's length can be an obstacle to remembering details . . .)! 

Book trailers and overviews, in video form, are one of the best ways to get interested in a book, especially for a generation of readers who are more inclined to watch a short video that is a couple of clicks away rather than read articles or lengthy book reviews. These videos are such a valuable tool! Do a web search on your book title + book trailer, and I'm sure you'll come up with a few options that can spark some book excitement! 

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SUMMER LITERACY TIPS

It makes me sad when people say they haven't read a book all summer. Summer is one of the best times to read something! Read something fun! Here's a few ideas to get a reluctant reader reading something this summer:


Getting excited about a book is key, and an air conditioned bookstore (with treats from the cafe) can help stir up some excitement. Reluctant readers also respond well to choice, so letting them choose their own book can help a lot. Be encouraging, but also guide them a little to books they can handle. Short, action filled, or possible romance-centered books can be winners. Also look for books that are popular or best-sellers. They might have heard of them, or seen movies based on the book.

Have reading material available, just lying around when reluctant readers are looking for something to do. This doesn't just have to be books! Magazines go a long way too, especially ones on topics that are interesting to your reluctant reader--they'll be much more inclined to pick them up. And reading can happen anywhere--at the pool, in the car, the backyard, etc.

Try to not force anything on a reluctant reader. Pretty much every student at some point in their school career has been bombarded by summer reading lists, or been severely pressured to read during the summer. Make reading something fun by appealing to their interests. Maybe it's a biography on their favorite sports star, or graphic novels. Books that have been turned into movies or TV shows. Books that everyone is talking about. Whatever works, summertime is fun time and reading should be too!

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REVIEW: BEAUTIFUL CREATURES (PLUS A QUICK NOTE FOR RELUCTANT READERS)

Beautiful Creatures by Kami Garcia
My rating: 1 of 5 stars


I read this because it's a hit with a lot of my older middle school & high school students, and hey! It's a movie! and I can see why a lot of them like it. There's a sense of the anxiety and rebelliousness against the lack of control you have over your life, which some people could relate to. There's also the "electrifying" feeling of first love, despite the outcast or popular nature of the girl or boy involved. The mysteriousness and secretive nature of one of those persons involved in the relationship. The annoying presence of irresponsible and obtuse adults. Sound a little familiar? These ever-present elements of paranormal YA are very much present in this book, but maybe that's why so many other readers like it.


There was plenty about the "Caster" (witch, essentially) aspect that felt original, and the setting in the South gave it a mysterious and slightly old-timey Gothic feel. However, the rest of the South-ness about it was so narrow minded and cliche, I could barely stand it. And Ethan sounded like a girl. This would have been so much better told from 3rd person perspective.

So I'm not a fan. But if you're into this genre, you might also like Hush Hush, Shiver (The Wolves of Mercy Falls series), Evermore, Fallen, . . . And here's a quick, IMPORTANT note on these: even though they're not my personal preferred reading, I really enjoy the fact that they have enough appeal to some reluctant readers to get them into reading. Sure, they're not reading highest quality stuff, but getting into these books, and their innumerable sequels, actually is a fabulous gateway into other (perhaps better) books. So while I might not rank them very high, they do have an important place on the shelf, particularly for reluctant readers.

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CAN YOU SELL READING? PART 2

See Part 1 of this post here. Continuing with ideas from Section 2, How to Be:

Framing information: seeing/finding problems, curating information, asking questions. SO important in our day of information overload. And especially applicable to reading! A few useful frames:  Experience frame (try suggesting a book in terms of the experience you have when reading it. As in, WOW! This book gave me the shivers the whole time, and even though it was so haunting and horrifying I couldn't put it down! One of the great joys of reading is the experience of it, and playing that up will attract people to reading), and the Label frame (positive/negative labels affect behavior; don't ever label someone as a "non-reader". This can have a HUGE effect on their reading!).

"Clarity on how to think without clarity on how to act can leave people unmoved." (142) Sell that book/reading all you want, but make sure you have the goods (books) right there to put into their hands. Take kids to bookstores. Or the library. Go.

Section 3
"How to Do". Here, I handpicked a few of the ideas that I think had the most application to selling reading.

Pitch: a Rhyming pitch works well because of how our brains work (Helpful when learning how to read or learning reading strategies. Makes it more fun too). A Subject Line pitch should (according to research) "be either obviously useful or mysteriously intriguing, but probably not both" (167). I can think of any number of books that I read based on recommendations that made the book seem imminently useful, or mysteriously intriguing. So when trying to push a book on someone, that might come in handy to remember.

Serve: "We do better when we move beyond solving a puzzle to serving a person" (212). This reminds me that ultimately, I want someone's life to be better because of something that they read. That's one of the best things about reading, right? To come away a better, changed person? So rather than think of literacy and reading as a do-or-die skill (which really, it is), maybe we would be able to sell someone on reading or on a particular book if we remember, and emphasize, that they will be better off having that powerful, wonderful experience of reading.

Have you read this book yet? What did you think?

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CAN YOU SELL READING? REVIEW: TO SELL IS HUMAN (PART 1)

So, I don't read YA lit all the time, you guys. I venture, quite frequently actually, into nonfiction. I wanted to review this book on Enjoy A Book because I feel like a lot of the ideas in here are applicable to my main cause: literacy and the love of reading. So the ideas that I mention below are from To Sell Is Human, but are remarkably transformative when you think about them in terms of reading, getting someone to read, or really--selling reading. This book really pointed out some fabulous things about living and working in today's world. It's a world of sales! Not too surprising, when you think about it, as practically all of us do things to get other people to buy into what we've got, but this book presents some memorable ideas.

Section 1
This book was divided into 3 parts: "Rebirth of a Salesman", "How to Be" and "How to Do". The first section, "Rebirth of a Salesman", took me the longest to get through, because early on I bought into the idea that we are all in sales of one kind or another, so I felt like this section spent a little too much time trying to sell the reader on that idea. However, he did effectively point out that sales are different nowadays--not only because everyone from teachers to medical professionals are "selling", but because everyone has access to information that affect the sale, where previously only few had that information (information asymmetry).

 One other thing in this section I found valuable was the idea of "moving people." The author interviews Ferlazzo, an educator, who helps brings to light a crucial  aspect of present day sales, "The challenge is that to move people a large distance and for the long term, we have to create the conditions where they can move themselves." He also shares another gem: "It means trying to elicit from people what their goals are for themselves and having the flexibility to frame what we do in that context." Ferlazzo then goes on to use this genius concept to move one of his students to write essays, when the student had never written one before in many years of schooling. This is where the power of this book lies for me: in the idea of moving people--using their own goals and interests and framing/creating conditions or a context for them to move themselves. In this idea, "selling" someone can lead to them moving themselves. How important is this in reading?! You don't want reading to be a one-time sale, but rather a sale that starts them moving in a permanent, literate direction!

Section 2
"How to Be" had a number of valuable ideas. Part of the value of this book is when the author provides "sample cases" after each chapter on how to apply those concepts. There's a ton of great stuff in there too, but for sake of brevity and because you'll get more out of it if you read the book for yourself, I only want to highlight some of the ideas he presents, especially the ones that apply to reading and literacy. Here's a few for you:

Perspective-takers do better. Use this when you're selling reading by understanding what that person's interests are, and cater your reading suggestions to them. They're more likely to enjoy reading and come back for more.

Interrogative self talk (asking questions) is the most effective. The author framed this in the context of making a sale or getting ready for a pitch, but I found the other way to be the most useful: in terms of evaluating yourself. This is a great reading strategy for comprehension. I suppose if you want to stretch it to apply to buoyancy (like it was in the book), then you could say that it would help a reader keep going if they're struggling with a text. This interrogative self-talk is especially useful, like the book points out, because it gives the person using it reasons or ways to complete things, rather than momentary, fleeting statements of positive or negative self-talk.

Positive emotions broaden perspectives, lead to creativity, and can be contagious!So while this might apply more tangentially to the selling of reading, I believe that all of those things still play a part in a good reading experience. I felt like this idea was one of the best in this chapter.

The "mindset" idea applies to sales too! Ok, so the author didn't label it as "mindset" or use those terms, but have you read that book? Basically the idea is to not think of things in a "fixed" mindset--because then you'll have a hard time dealing with failures and will usually see yourself and other things as set, or permanent. A "growth" mindset is better because you can deal with setbacks, learn, and become better. Very applicable to sales, because everyone faces rejection and failure. So don't take things personally. If you're reading a book you don't like, it's ok to move on and not get hung up on finishing it. Or if you're struggling with reading, you need to be able to struggle (lots of good readers face text that challenges them!) and progress.

Don't worry, I know how to count to 3! Come back tomorrow for the second and final part of this post! Some great gems of ideas for selling reading! 

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DOES AGE MATCH READING LEVEL?

Going from BSC to HP. Are you ready for this? (Is it just me or do all the kids on BSC book covers look so much older?)

I recently read an article on The New York Times "Room for Debate" section on what books are ok for young readers to read. I couldn't help but add my own thoughts . . . (click here for article) 

Were you the kind of reader growing up that only read books that interested you? Or were you the kind of reader that read pretty much everything? I was that kind of reader, and because of that, I read everything I could get my greedy little hands on, including books that I wasn't ready for.

I remember reading a lot of adult books when I was young; I was a good reader. But that doesn't mean I was ready for what?! a rape scene that I read in an adult book I found laying around the house?! At first I was unsure of where the action of the book was leading, but once I realized what in the world was going on I felt disgusted, uncomfortable, and unsure for a long time after. It stuck with me--in a bad, traumatizing way. That didn't make me stop reading (let's be real, it would take a lot more than that!), but I stuck with books that were safe for a while (thus my entire yellow hardcover Nancy Drew collection), fearing to take those reading risks--that often pay off--because I dreaded an encounter with something like that again.

Because of that experience, I have a difficult time agreeing that kids are good "self-censors" and that they will just skim over parts that they don't really understand. Not true! Proficient reading skills or just curiosity can lead to traumatic experiences with material that kids aren't ready for. But at the same time, it's hard to say definitively at which age kids get to read which books. It's hard because every kid is different. Different in their maturity levels, world knowledge, emotional readiness, and in their own interests.

So I think this: Parents- you should read what they're reading. Or, if you have a hard time condescending yourself to read such books that your maturity level surpasses, read "side by side" with your kids. Ask them what they're reading, talk about characters/issues in the book, and be interested in what they read. Yes, they'll probably gravitate towards things they're interested in, but even then reading side by side with them can't hurt.

With that being said, I don't think you should underestimate exposure to new ideas and cultures that reading brings. Reading opens eyes and minds and won't cost you travel expenses or force you to live through sketchy experiences to gain that worldly knowledge. Yes, young readers may not understand enough to get all of it though--literature is a good place to be able to examine morality and ethics, but that chance might be missed if a book is read too soon. But don't rush to rip a book out of a reader's hands (horror!), rather talk about it with them and make those eye-opening, breathtaking, world-view-expanding experiences available through books.

What do you think?

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HOW CHILDREN SUCCEED: A LITERACY LOOK AT SUCCESS (PART 2)

When talking about managing failure, it would be wrong not to mention motivation. Failure in reading can be devastating, especially because reading is such a huge part of everyday functioning, and struggling readers are likely to be reminded of failure at nearly every turn, in almost every class at school, and in many workplace situations. How many children, or adults, even, have a hard time motivating themselves to try when they are met with failure, especially in reading? The research and insights into motivation that HCS discusses are enlightening. Tests given with and without extra motivation (bribes, rewards, etc.) show how powerful character is by showing something very interesting: that the low stakes/low reward tests are the best indicators of how well children do later on in life, "They may not have been low in IQ, but they were low in whatever quality it is that makes a person try hard on an IQ test without any obvious incentive" (69).

This goes hand in hand with conscientiousness--a quality that best predicts workplace success and truly, "success across the lifespan" (71). I liked that conscientiousness was described as a "go-getter" quality. But how could you help someone become a go-getter? I found that many poor readers don't have this motivation or conscientiousness and have a hard time because of that. You get better at reading by reading, so how are they going to do that if they aren't motivated or inclined to do so by an innate push (conscientiousness)? Perhaps, I think, this goes back to managing failure--overcoming the obstacles and focusing on the successes can help to motivate. Additionally, finding books that struggling readers can have success with--these are books that are very interesting and not to difficult to read--can serve as that spark to fire up the motivation and go-getter engines when it comes to reading. I wish that HCS could have discussed more case studies where conscientiousness and motivation was involved, because it plays a part in literacy.

From the beginning, one of the main ideas of this book concerns the part that parents play in a child's success. Studies in neuroscience, brain functioning, and stress physiology show that parents who respond to children's needs/stress have children who are "more independent and intrepid" (33).This of course leads to attachment theory and shows how that helps kids develop more of these things: curiosity, self-reliance, calm, ablility to deal with obstacles, assertiveness, and a resilience in the face of stress (37). This idea of parental involvement can likewise be seen in reading. Parents and caregivers who read with their children from a young age, and who are also seen reading by their children, will have successful readers. However, just as Tough explores how important this parental involvement is in a child's development of these qualities, he also does not fail to emphasize, through numerous case studies, how these qualities can be developed later on in life-- especially during the teenage years. Just like reading. Just because a struggling reader has reached their teenage years, it doesn't mean that they can't still benefit enormously from some reading help.

The how and where of that help is also addressed in HCS. The research that Tough discusses shows that the most capacity for change--and having change be effective--happens at home or within the family structure (43). That can be hard for teachers because not much of anything can be done to change those things. But the door isn't completely shut: "executive functions" can and must be improved over providing "cognitive interventions". Cognitive interventions have less of an effect on later success anyway, while executive functions (meaning emotional, psychological, and neurological pathways) are things that can be changed at home and at school, or in a sports team setting, and many other places where learning takes place .

Bottom line of this book: character matters, as it is developed in childhood and even later in the teenage years. What this means for literacy: struggling readers always have a chance, and character improvement will also directly benefit reading abilities.

What did you think of this book? 

See part 1 of the series here. 

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HOW CHILDREN SUCCEED: A LITERACY LOOK AT SUCCESS (PART 1)

This is a book that recently has gotten a lot of attention--among parents, teachers, and people just wanting to know the secret to success (who doesn't?). I enjoyed the discussion of current research and case studies, but also felt myself extending that to the thing that's always on my mind: literacy. How can these ideas presented in this book help us understand the process of helping kids become more successful readers? Like I've said before, reading is essential to success in school and life. So it makes sense that in understanding how children succeed, we can also gain understanding in how children can succeed in reading.

If you're looking for someone to whisper the secrets of success in your ear, or give you the quick how-to of making your child successful, this book won't give you that quite so easily. It's written in a journalistic style (well, Paul Tough is a journalist, after all). Expect an excellent and engaging quality of writing, which supplies theories, facts, and ideas more than outright solutions. The case studies are very insightful; I enjoyed reading about all these people who are trying so hard to make a difference in the world, even if I did feel a bit weary of hearing about chess after a while.

One of the main ideas behind the book--which is somewhat conclusive from the title--is that grit, curiosity, independence, and self-reliance are some of the aspects of character that successful people possess. What makes that premise about success even better is that this is something we can change. Even though rooted in areas of the brain that govern who we are and what we do, we can help young people to develop more of these things and by so doing, bridge the gap between them and their peers who do possess these qualities from and early age as a result of their parents or life situation or other cause. This is good news for struggling readers because there is room to develop and change, to be more successful and literate as they grow and develop these aspects of character that will make them more successful.

Part of being successful is learning how to deal with failure. An idea that is not new (really, ask anyone who's been successful at something) but that is highlighted in How Children Succeed mainly through the exemplary case study of Spiegel, the public school chess teacher. Her students, while disadvantaged in many ways, were able to be highly competitive and successful because after every game they had the task to "look deeply at their own mistakes, examine why they had made them, and think hard about what they might have done differently" (121).This process can also be labeled as metacognition (to put it more simply: thinking about thinking). I LOVE that Tough made this connection between metacognition and managing failure. This concept is SO, SO IMPORTANT in learning, especially in learning how to become a better reader. Look at why you didn't understand what you read, and what you can do differently to understand what you read? Perhaps you need to re-read? or summarize what you've already read so it'll make more sense? Good readers do this naturally; struggling readers need to spend a little more time in metacognition examining what they did and what they can do to be more successful at reading. Not only that, but how many struggling readers have faced failure in reading before, but not managed it properly? Made excuses to get out of reading, or lied on reading reports and logs? Managing failure in reading is crucial if struggling readers have any hopes of improving.

Have you read this book? What did you think of these ideas? Be sure to check back tomorrow for Part 2 of this series!

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BE SEEN READING

It's nice to see yourself validated every once in a while by cold, hard facts.

I can't tell you how many times I would discuss these things with parents who were struggling with unwilling readers: Take your kid to a bookstore. Let them pick out a book. Or, Do you read? Let them see you reading. They notice, I promise. 

And now the National Literacy Trust (based out of the UK, but still extremely applicable to us here) has gone and done it! They've recently published a study with fancy statistics & all that proves that kids who have been to bookstores and kids whose parents read are more likely to be readers themselves.

Read the full article here.

There's some important implications here. Do you want your kids to be better readers? Being a better reader means doing better in school--in all subjects! Not just English! Reading is in all subjects: science, math, history, etc. So, follow with me for a second on a little trail of logic: if they're better readers in school they get better grades. If they get better grades, they have an easier time getting into (and doing well in) college. If they go to college (or some other post-high school education) then they'll have an easier time getting a good job. A good job is a great thing, especially in today's economy. Kids/students will have a better chance of being successful if they've mastered this oh-so-important skill: reading. And it can all start with something as simple as a trip to a local bookstore on a lazy afternoon. Or letting your kid see you reading. (Side benefit to that: you get to escape for a bit into a book and not feel guilty about other things you should be doing. You're helping your kids out, right?)

So be seen reading. Go to a bookstore. I promise, it will help those less-than-willing readers.

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For all those . . .

. . . who will ever read to their children or want their children to enjoy reading:

How to Get Your Child to Love Reading by Esme Raji Codell

Written with the knowledge, creativity, experience, and wisdom of a mother, teacher, librarian, and book worshipper, this is a wonderful How-to on reading. It addresses all different aspects and genres of reading. Such as: reading with your baby, small child, teenager, and also mysteries, historical fiction, and much, much more.

In reading this book I found countless useful things for me as a future parent and future teacher. Reading is so important and powerful in a child's life, even in anyone's life, no matter their age!!

This book is full of fun activities, book suggestions, and insights into a psychological aspect of reading-why a child might like or dislike it.

Definitely one of the best of the best out there as far as How-to books, and ideas, advice, and suggestions on getting anyone to love reading.

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