ReadOnhandbookPrentice STAMPA

Nina Prentice Rome September 2012
Read
On!
Extensive Reading Teacher Training

Autumn 2012

Nina Prentice Rome September 2012

8ead Cn! LxLenslve 8eadlng 1ralnlng 2012-13 - nlna renLlce, SepLember 2012

Why 8ead?

1. Conslder Lhe Lwo quoLaLlons below:

1betes oo ose qoloq to scbool ooless yoot flool Jestlootloo ls tbe llbtoty.
(8ay 8radbury: Amerlcan novellsL 1920 -2012)
lo oottotlvo cootlooo o petJete lettotl, ovvlo l sool ovvetsotl vetl sooo olttl. mo ll
moJo lo col lo sl stoJlo o scoolo sto JlveotooJo oo loto olleoto sempte pl ptezloso.

(vlncenzo LaLronlco cottlete Jello 5eto 10 lv 2012)

a. WhaL are Lhe wrlLers lmplylng abouL whaL happens ln school?
b. Who are Lhe oLher adversarles of readlng?

2. erhaps you already know Lhls poem?

l Lake lL you already know
Cf Louch and bough and cough and dough
CLhers may sLumble, buL noL you
Cn hlccough, Lhorough, slough and Lhrough?
Well done! And now you wlsh, perhaps,
1o learn of less famlllar Lraps?

8eware of heard, a dreadful word
1haL looks llke beard and sounds llke blrd.
And dead, lL's sald llke bed, noL bead,
lor goodness sake, don'L call lL deed!
WaLch ouL for meaL and greaL and LhreaL,
1hey rhyme wlLh sulLe and sLralghL and debL).
A moLh ls noL a moLh ln moLher.
nor boLh ln boLher, or broLh ln broLher.

And here ls noL a maLch for Lhere.
And dear and fear for bear and pear.
And Lhen Lhere's dose and rose and lose -
!usL look Lhem up - and goose and choose,
And cork and work and card and ward,
And fonL and fronL and word and sword.
And do and go, Lhen LhwarL and carL.
Come, come, l've hardly made a sLarL.

A dreadful language? Why, man allve,
l'd learned Lo Lalk lL when l was flve.
And yeL Lo read lL, Lhe more l Lrled,
l hadn'L learned lL aL flfLy-flve.

a. WhaL do you Lhlnk are Lhe maln problems confronLlng our sLudenLs ln learnlng
Lo read Lngllsh fluenLly?
b. Cur sLudenLs llve ln a world ln whlch vlsual llLeracy ls becomlng lncreaslngly
lmporLanL. WhaL ls Lhe polnL of Leachlng LexL llLeracy?


MoLlvaLlon - CeLLlng Lhem readlng!

You can take the horse to water but you cannot make him drink is a well-known saying. How
do we tempt our students to take the plunge into reading?

1. Below are reproductions of front covers of four of the readers. With a partner, consider
how you might use them in class to stimulate student interest in the programme.


2. Conslder Lhe followlng back cover 'blurbs'.
a. WhaL meLhods has Lhe 'blurb' wrlLer used Lo aLLracL readers Lo Lhls book?
b. Pow could you bulld on whaL Lhe wrlLer has done?
c. 8evlew Lhe back covers of Lhe books Lhe Lralner has handed ouL. WhaL
Lypes of 'blurb' do you Lhlnk would be mosL LempLlng Lo your group of
sLudenLs? Why?

Love or Money?
lL ls Molly Clarkson's flfLleLh blrLhday. She ls havlng a parLy. She ls rlch, buL she havlng a
small parLy - only four people. lour people, however, who all need Lhe same Lhlng: Lhey
need her money. She wlll noL glve Lhem Lhe money, so Lhey are walLlng for her Lo dle. 8uL
one person can'L walL. And so, on her flfLleLh blrLhday, Molly Clarkson ls golng Lo dle.

Chem|ca| Secret
1he [ob was Loo good. 1here had Lo be a problem - and Lhere was. !ohn uuncan was an
honesL man, buL he needed money. Pe had chlldren Lo look afLer. Pe was ready Lo do
anyLhlng, and hls bosses knew lL. 1he gave hlm Lhe [ob because he couldn'L say no, he
couldn'L afford Lo be honesL. And Lhe [ob was llke a polson lnslde hlm. lL changed hlm and
bllnded hlm, so LhaL he couldn'L see Lhe real polson - unLll lL was Loo laLe.

3. 8ead Lhrough Lhe followlng shorL exLracLs Laken aL random from Lhree readers. Pow
mlghL Lhese be used Lo sLlmulaLe lnLeresL ln Lhe books?

a. 'Pello,' she says. 'lL's me. lL's Ck, Lhe boy's golng Lo do lL . . . ?es, l'm golng Lo
geL Lhem from hlm Lomorrow afLernoon . . . Ck, l can meeL you Lhere Lhe
mornlng afLer, aL 10 am. uon'L forgeL Lo brlng Lhe money - Lwo Lhousand
dollars.'

b. ulane laughed. 'l wanLed Lo klll her, buL l dldn'L. l can Lell you a loL of Lhlngs
abouL Lhls famlly, lnspecLor. Lveryone wanLed moLher Lo dle.'

c. Dear Mr Richards,
I know ALL about Miss Scott who died but does Mrs Richards
know too? Believe me, I could tell her everything. But youre
rich, arent you? I promise not to tell if you .

4. lck one of Lhe Lwo followlng cover lmages from whlch Lhe LlLle has been removed.
?ou have 30 seconds Lo [oL down whaL you Lhlnk Lhe sLory mlghL be. 8e prepared Lo
explaln how you 'read' Lhe lmage for clues. Conslder ways ln whlch Lhese descrlpLlons
could be used ln class Lo generaLe lnLeresL ln Lhe books.



3. We have [usL had a flve-mlnuLe break from Lhe programmed work of Lhls sesslon.
a. Pow has Lhls brlef change of acLlvlLy made you feel?
b. WhaL one-mlnuLe acLlvlLles can you devlse wlLh your parLner whlch could help
consolldaLe Lhe beneflL of Lhls shorL change of pace?

MonlLorlng - Are Lhey readlng? Pow well are Lhey dolng?
As you already know, L8 ls abouL readlng for pleasure so overL 'LesLlng' should be avolded.
ln a separaLe secLlon aL Lhe back of Lhls folder, you wlll flnd some suggesLlons abouL
dlfferenL ways of keeplng Lrack of readlng buL Lhe sysLems you evenLually use are really up
Lo you and your class Lo declde. Powever, once sLudenLs have sLarLed readlng, Lhere are
plenLy of ways you can subLly check up on progress wlLhln your planned lesson wlLhouL a loL
of exLra efforL on anyone's parL! 1hese klnds of acLlvlLles can happen on Lhe spur of Lhe
momenL. 1hey can add varleLy and sponLanelLy Lo your lessons. SLudenLs en[oy Lhem Loo!

1. 8ead Lhe followlng LexL. lmaglne LhaL you are one of your sLudenLs and LhaL Lhls ls
parL of Lhe sLory you were readlng lasL nlghL before you came lnLo school Loday.

ON that June morning in the middle years of the 17
th
Century, the prison in
Boston was still a new building. But it already looked old, and was a dark, ugly
place, surrounded by rough grass. The only thing of beauty was a wild rose
growing by the door, and its bright, sweet-smelling flowers seemed to smile
kindly at the poor prisoners going into that place, and at those coming out to their
death.
A crowd of people waited in Prison Lane. The men all had beards, and wore
sad-coloured clothes and tall grey hats. There were women, too, in the crown,
and all eyes watched the heavy wooden door of the prison. There was no mercy
in the faces, and the women seemed to take a special interest in what was going to
happen. They were country women, and the bright morning sun shone down on
strong shoulders and wide skirts, and on round, red faces. Many of them had been
born in England, and had crossed the sea twenty years before. These first families
built the town of town of Boston in New England. They brought the customs and
religion of old England with them and also the loud voices and strong opinions
of Englishwomen of those times.
It would be better, said one hard-faced woman of fifty, if we good, sensible,
church-going women could judge this Hester Prynne.
She ought to die! cried another women. She has brought shame on all of us!
Ah here she comes!
The door of the prison opened and, like a black shadow coming out into the
sunshine, the prison officer appeared. He put his right hand on the shoulder of a
woman and pulled her forward but she pushed him away and stepped out into the
open air. There was a child in her arms a baby of three months - it shut its eyes
and turned its head away from the bright sun.

a. lmaglne LhaL our currenL LexLbook Loplc ls relaLlve clauses. Look back aL Lhe
LexL Lhe LexL and plck 3 words you llke and use Lhem Lo generaLe aL leasL 3
senLences uslng a relaLlve clause abouL Lhe LexL you have been readlng.


b. 1hlnk of aL leasL Lhree oLher LexLbook relaLed Loplcs whlch you could pracLlse
ln class relylng on sLudenLs' awareness of Lhelr prevlous evenlng's readlng.

c. Culckly revlew Lhe LexL above. lmaglne you are PesLer rynne. WlLh your
parLner wrlLe a 30-word confesslon descrlblng Lhe crlme of whlch you have
been accused and for whlch you have been ln prlson. AlLernaLlvely, prepare
Lhe answers Lo Lhe quesLlons you would have been asked ln your Lrlal.

2. Conslder Lhe followlng Len guldlng prlnclples for successful Leachlng suggesLed by
Pess (2001)
1
. ln whaL ways do you Lhlnk LhaL L8 can help you lmplemenL Lhese
suggesLlons?

8lnClLL Lx1LnSlvL 8LAulnC
1. VAkIL1:
AccommodaLes dlfferenL ablllLy levels
Pelps concenLraLlon
Avolds predlcLablllLy

2. ACL
ueLermlnes Lhe Lempo for dlfferenL
acLlvlLles
keeps sLudenLs engaged when Lhey
flnlsh Lasks aL dlfferenL Llmes

3. IN1LkLS1
Arouses curloslLy
uses meanlngful quesLlons
ls relevanL Lo sLudenLs' llves

4. CCLLA8CkA1ICN
Pelps sLudenLs parLlclpaLe
SLudenLs become boLh Leachers and
learners
Lmphasls on communlcaLlon
SLudenLs Lake responslblllLy
8educes Lhe marklng

S. INDIVIDUALISA1ICN
SLudenLs can:
work aL Lhelr own pace
work ln Lhelr own sLyle
choose areas of lnLeresL

Pess, n. (2001) 1eocbloq lotqe Moltllevel closses. Cambrldge: Cambrldge unlverslLy ress.


6. LkSCNALISA1ICN
SLudenLs can:
share vlews
relaLe
descrlbe
explore
use speclal knowledge
Lake sLands

7. CnCICL AND CLN-LNDLDNLSS
CreaLer opporLunlLles for success
More opporLunlLles Lo parLlclpaLe

8. SL11ING U kCU1INLS
LsLabllshes frameworks of classroom
expecLaLlons
Lnsures LhaL rules are clear and agreed

9. LNLAkGING 1nL CIkCLL
Clves less asserLlve sLudenLs a chance
Lo parLlclpaLe
Clves sLudenLs Llme Lo Lhlnk
Avolds puLLlng weaker learners 'on Lhe
spoL'

10. ULS1ICNING
uses quesLlons beglnnlng wlLh:
Why.
Could someone explaln.
Could you explaln/clarlfy.
Cr asks
Cpen ended quesLlons
CuesLlons Lo whlch Lhe Leacher does
noL know Lhe answer
CuesLlons lnlLlaLed by sLudenLs

ManagemenL - Pow Lo cope wlLh L8 wlLh your class.
ln Lhe followlng secLlons, you wlll flnd Lwo lnformaLlon sheeLs wlLh many suggesLlons abouL
how L8 programmes can be run successfully.

1he flrsL, stob/ishinq k: the bosics has been wrlLLen wlLh your programme ln mlnd.

1he second, Lhe recenLly publlshed 1he xtensive keodinq loundotion 6uide, pulls LogeLher
Lhe comblned experlence of many pracLlLloners and glves an excellenL overvlew and greaL
advlce abouL runnlng Lhese programmes and susLalnlng Lhem over Llme.


LsLabllshlng an LxLenslve 8eadlng rogramme: Lhe baslcs

What |s Lk? LxLenslve readlng programmes offer sLudenLs Lhe opporLunlLy Lo read
en[oyable LexLs wrlLLen aL or [usL below a comforLable level of undersLandlng
wlLhouL recourse Lo a dlcLlonary. When run by enLhuslasLlc Leachers, Lhese schemes
make a real dlfference Lo Lhose sLudenLs who become serlously lnvolved. SusLalned
lndependenL lnLeracLlon wlLh Lhe LargeL language Lhrough readlng allows learners Lo
lmprove language skllls wlLhouL classes, wlLhouL a Leacher and wlLhouL formal sLudy.

What are Lk's benef|ts? SLudenLs who read for pleasure 20 mlnuLes a day flnd LhaL
Lngllsh vocabulary and grammaLlcal paLLerns become more famlllar and auLomaLlc.
1helr general llLeracy skllls also lmprove, ofLen enhanclng Lhose ln Lhelr moLher
Longue as well. MosL lmporLanLly, because progress ls enLlrely dependanL on
cholces sLudenLs have made, L8 glves Lhem a genulne sense of purpose and
saLlsfacLlon ln Lhelr achlevemenLs. L8 creaLes lndependenL learners.

our Lk L|brary. 1o lmplemenL Lhls programme wlLh your sLudenLs, you wlll be
recelvlng a seL of graded readers publlshed by Cxford unlverslLy ress. 1here are
seven sLages sLarLlng aL beglnner level, whlch uses fewer LhaL 400 headwords and
Lhe mosL baslc grammaLlcal sLrucLures, runnlng Lhrough Lo Level 6 wlLh 2,300
headwords and correspondlngly more advanced consLrucLlons. 1he noLes below
provlde an overvlew of Lhe baslcs of runnlng an L8 programme.

now to run an Lk programme:
1he cenLral polnL Lo remember abouL L8 ls LhaL lL ls a collaboraLlve efforL beLween
you and your sLudenLs. CeL Lhem Lo parLlclpaLe ln all Lhe declslon-maklng abouL how
besL Lo run and monlLor Lhe programme. Lven Lhough esLabllshlng Lhe scheme wlll
requlre boLh work and huge enLhuslasm on your parL, you wlll flnd LhaL many L8
Lasks can be delegaLed Lo sLudenLs. 1hls LacLlc has Lhe advanLage of encouraglng
learners Lo feel ln conLrol of Lhe programme raLher Lhan belng lLs passlve consumers.
?ou and your sLudenLs wlll need Lo address Lhe followlng lssues and work ouL whaL
wlll work besL for your group. 1hls facL sheeL wlll cover each of Lhese polnLs ln Lurn.

1. Whlch sLudenLs are mosL llkely Lo beneflL from L8?
2. Where wlll Lhe books be kepL?
3. Pow wlll Lhe books be managed?
4. When should L8 Lake place?
3. Pow wlll sLudenLs know aL whlch level Lo sLarL?
6. Pow much readlng should sLudenLs do?
7. Pow do we encourage sLudenLs Lo keep readlng?
8. Pow do we monlLor sLudenLs' progress Lhrough Lhe scheme?
9. WhaL klnds of assessmenL, lf any, are approprlaLe ln an L8 programme?


1. WnICn S1UDLN1S AkL MCS1 LIkLL 1C 8LNLII1 IkCM Lk?
A|| ab|||ty |eve|s: WhaLever Lhe ablllLy level - beglnner Lo advanced - L8 llbrarles are
Lhe ldeal resource. 8ecause Lhe readers are graded and Lhe lower levels are heavlly
lllusLraLed - ofLen ln a comlc sLrlp formaL - mosL learners are able Lo flnd books LhaL
Lhey can en[oy. As skllls and confldence lmprove, even weaker sLudenLs flnd LhaL
Lhey are able gradually Lo work Lhelr way up Lhrough Lhe llbrary. AfLer sampllng Lhe
hlgher levels, advanced sLudenLs usually flnd LhaL Lhe more elemenLary readers are
enLerLalnlng Loo.

Spec|a| needs: ersonallslng and dlfferenLlaLlng Leachlng for sLudenLs wlLh problems
llke dyslexla or oLher learnlng dlfflculLles ls always a challenge ln Lhe classroom.
Powever, an L8 llbrary ls Lhe ldeal resource for sLudenLs wlLh Lhese klnds of
problems. Whlle Lhe class LexLbook and Lempo of Lhe lesson may noL always be
accesslble Lo Lhem, Lhey can always flnd a book from Lhe class llbrary LhaL Lhey can
en[oy aL Lhelr own pace wherever Lhey are. As all Lhe readers come wlLh audlo Cus,
Lhese sLudenLs are also supporLed aurally. 8esearch has shown LhaL llsLenlng Lo Lhe
audlo verslon of a LexL whlle readlng faclllLaLes comprehenslon, lncreases readlng
speed, reflnes accuracy and lmproves pronunclaLlon for all ablllLy levels and ls
parLlcularly supporLlve of sLudenLs wlLh learnlng dlfflculLles.

Upper m|dd|e schoo| and |ower secondary: Whlle all year groups can beneflL from
L8, Lhe programme ls probably besL dlrecLed aL sLudenLs beLween Lhe ages
of 13-17 because Lhey have Lhe.
o lndependenL sLudy skllls necessary Lo read unsupervlsed
o 8esponslblllLy Lo manage Lhe llbrarles
o MaLurlLy Lo deal wlLh Lhe Lhemes of Lhe full range of books
o CapaclLy Lo reflecL and form lndependenL [udgemenLs on Lhelr readlng

2. WnLkL WILL 1nL 8CCkS 8L kL1?

Mob||e Storage: ?ou wlll be provlded wlLh a Lrolley sulLcase ln whlch Lo sLore Lhe
books. ln Lhls lnlLlal plloL phase you wlll have enough books Lo use wlLh one c|ass of
students on|y so lL ls lmporLanL Lo declde whlch group wlll besL respond Lo Lhls
lnlLlaLlve durlng Lhe Lrlal perlod.

1he L|brary must be access|b|e: keeplng books ln Lhe classroom of Lhe sLudenLs
lnvolved ln Lhe scheme allows you Lo keep an eye on your sLudenLs readlng and
lncorporaLe Lhelr experlences lnLo Leachlng more easlly. Pavlng Lhe books readlly
avallable durlng Lhe lesson also provldes a Lalklng polnL for sLudenLs and a consLanL
remlnder LhaL Lhe books are avallable and can be borrowed or exchanged easlly.

3. nCW WILL 1nL 8CCkS 8L MANAGLD?

Crgan|sat|on: WlLh your sLudenLs you need Lo work ouL how besL Lo manage Lhe
llbrary. 1hls wlll lnclude how ofLen books can be exchanged and how you keep Lrack
of borrowlng. 1he degree of monlLorlng Lhe llbrary wlll need depends on you and
your sLudenLs. L8 llbrarles have been run successfully ln a varleLy of ways and Lhe
sysLem you choose depends on whaL you and your sLudenLs Lhlnk wlll work besL ln
your classroom slLuaLlon. Pere are some opLlons:


no dlrecL monlLorlng of borrowlng. A weekly/monLhly lnvenLory check.
A noLebook kepL wlLh Lhe llbrary where Lhe sLudenLs noLe Lhelr names, daLe and
LlLle of Lhe book borrowed.
A 83 envelope sLuck onLo Lhe lnslde fronL or back cover of Lhe book whlch
sLudenLs remove, flll ln wlLh Lhelr name and daLe and flle ln a box on Lhe
Leacher's desk.
An elecLronlc barcode sysLem, lf you have access Lo Lhe necessary l1

Vo|unteer student ||brar|ans: revlous L8 schemes have relled very successfully on
roLas of sLudenL llbrarlans who have Laken charge of Lhe whole borrowlng process,
regular Lldylng of Lhe books and sLockLaklng.

Lost, damaged or sto|en books: Agree wlLh sLudenLs how you wlll deal wlLh losL
damaged or sLolen books and who wlll be responslble for replaclng Lhem.

Lstab||sh c|ear gu|de||nes: Lnsure LhaL you and your sLudenLs clearly undersLand
how Lhe sysLem you have agreed wlll work lncludlng: Lhe borrowlng sysLem, Llmes
when Lhe llbrary wlll be open, how your sLudenL llbrarlan roLa sysLems works, and
Lhe handllng of losL or sLolen books.

4. WnLN SnCULD Lk 1AkL LACL?
Lk |s about students |earn|ng to read |ndependent|y for p|easure. 1he bulk of
readlng should Lake place ouLslde school hours as parL of a regular dally readlng
rouLlne. lL should become as auLomaLlc as Lhe brushlng of LeeLh or waLchlng
Lelevlslon. L8 alms Lo encourage learner lndependence and responslblllLy.

USSk - UnlnLerrupLed, SusLalned, SllenL keadlng ln class ls ofLen a useful way Lo geL
sLudenLs lnLo Lhe hablL of readlng aL Lhe beglnnlng of Lhe programme, parLlcularly lf
Lhey have no experlence of readlng on Lhelr own aL home. SLarL wlLh flve mlnuLes a
day and bulld up Lhe Llme dedlcaLed Lo readlng. Lnsure LhaL you are readlng Loo!

Lncourage sLudenLs Lo always have a book wlLh Lhem so LhaL when Lhey flnlsh a Lask
or you are havlng Lo concenLraLe on parLlcular lndlvlduals, Lhose who are noL
lnvolved always have someLhlng Lo do. 8y fllllng gaps wlLh readlng sLudenLs qulckly
see LhaL spendlng Llme wlLh books ls no greaL chore.

Lk as a c|assroom resource:
racLlce oral skllls. 1ake a few mlnuLes each lesson Lo dlscuss readlng ln a
varleLy of ways. 8emember Lo Lalk abouL your own read|ng and whaL you
have recenLly en[oyed ln Lhe llbrary. Lncourage sLudenLs Lo ask you abouL
your readlng.
vary syllabus acLlvlLles wlLh feaLures of Lhe LexLs. use Lhe fronL covers,
blurbs or lnslde lllusLraLlons Lo creaLe on Lhe spoL acLlvlLles.
uLA8 (Drop LveryLhlng And kead) 1lme. Pave brlef (3 Lo 10 mlnuLe)
unscheduled sllenL readlng perlods durlng lessons when sLudenLs seem dull
or unenLhuslasLlc. ?ou wlll flnd LhaL sLudenLs wlll reLurn Lo Lhelr sLudles
refreshed. Make sure Lhey see you en[oylng readlng Loo!
SLudenL Leachers. Ask sLudenLs Lo creaLe Lhelr own lesson acLlvlLles based on
Lhelr LexLs.

urama. SLudenLs generally en[oy wrlLlng and acLlng play scrlpLs. Ask your
sLudenLs Lo dramaLlse a popular sLory.

S. nCW WILL S1UDLN1S kNCW A1 WnICn LLVLL 1C S1Ak1?
Cho|ce. lundamenLal Lo all L8 programmes ls LhaL sLudenLs choose Lhelr readlng
from a broad varleLy of lnLeresLlng LexLs. lf Lhe chosen book ls Loo dlfflculL or does
noL appeal, sLudenLs musL be encouraged Lo reLurn lL and plck someLhlng more Lo
Lhelr llklng. SLress LhaL readlng should always be easy and en[oyable.

Lase of read|ng. 8ecause L8 ls abouL learnlng Lo read lndependenLly for pleasure, lL
ls vlLal LhaL Lhe LexLs are well wlLhln learners' capablllLles. SLudenLs should NLVLk
have Lo use a dlcLlonary when readlng an L8 LexL. 1hey musL flnd Lhelr approprlaLe
level so as noL Lo geL dlscouraged. 1here ls no shame ln sLarLlng aL Lhe boLLom of
Lhe scheme. All Lhe readers are llvely and lnLeresLlng whaLever Lhe level.
8emember: L8 readlng should always be en[oyable - never a chore!

I|nd|ng the r|ght |eve|.
8rowslng. SLudenLs browse Lhrough Lhe varlous levels and flnd Lhe one Lhey
are mosL comforLable wlLh.
llve llnger 8ule. SLudenLs plck a book, open lL aL random and sLarL readlng
puLLlng a flnger on each unknown word. lf all flve flngers are used up before
Lhe end of Lhe page, Lhen Lhe book ls Loo dlfflculL and a slmpler level should
be chosen.
1eacher advlce. 1eachers who are aware of Lhelr sLudenLs' ablllLles can
dlrecL Lhem Lo Lhe rlghL level.
Level assessmenLs. 1ake Lhe flrsL 200 words from a book aL each sLage of
Lhe scheme and deleLe every sevenLh word. uslng Lhelr undersLandlng of
conLexL, sLudenLs flll Lhe gaps wlLh llkely words. 1helr sLarLlng polnL ln Lhe
programme ls calculaLed as one or posslbly Lwo levels below Lhe one where
Lhey flnd Lhe Lask Loo dlfflculL. We are uslng slmllar LesLs for Lhe basellne
evaluaLlon and you can use Lhe resulLs Lo gauge sLudenL levels, lf you wlsh.

6. nCW MUCn kLADING SnCULD S1UDLN1S DC?
1he more you read, the better you get. 1he polnL of L8 ls Lo creaLe opporLunlLles Lo
read as much as posslble. A mllllon words ln a year ls a greaL LargeL!
Make the m|n|mum requ|rement rea||st|c and ach|evab|e. lor example, many
Leachers suggesL one book per week. Powever, you wlll know your own sLudenLs
besL so you wlll have a good ldea whaL lndlvlduals ln your group can achleve.

20 m|nutes a day, s|x days a week = 2 hours pr|vate |essons w|th a nat|ve Lng||sh
speaker! Alm Lo have all sLudenLs read 8 Lo 10 pages a nlghL - approxlmaLely 20
mlnuLes every day.

7. nCW DC WL LNCCUkAGL S1UDLN1S 1C kLL kLADING?
Se|||ng Lk. AL flrsL sLudenLs may be exclLed by Lhe novelLy of L8 buL laLer lL may
begln Lo feel llke [usL anoLher demand on Llme wanLed for 'expllclL' learnlng or
relaxaLlon. Llke many Leachers, Lhey cannoL belleve LhaL readlng ls an effecLlve way
of learnlng. ersuade Lhem! 8esearch shows LhaL L8 ls noL only en[oyable buL LhaL
regular commlLLed readlng develops Lhe followlng skllls wlLhouL drllllng and
memorlsaLlon!
lmproved reLenLlon of vocabulary and grammar.
lmproved general llLeracy skllls
lmproved comprehenslon sLraLegles
lmproved wrlLlng skllls
lmproved confldence wlLh exLended LexLs
lmproved Lhlnklng and lndependenL sLudy skllls
lmproved fluency ln speaklng and llsLenlng
lmproved examlnaLlon skllls

More key strateg|es of successfu| Lk teachers

Model readlng. Cne of Lhe mosL effecLlve ways of encouraglng your sLudenLs Lo
read ls Lo show how much you en[oy readlng yourself. lf you are noL yeL a keen
reader, use 8LAu Cn! Lo become one!
Convlnce Lhe school communlLy.
arent Letter explalnlng Lhe scheme and lLs beneflLs Lo ensure LhaL sLudenLs
wlll geL Lhe supporL Lhey need from home.
oster Campa|gn. CeL sLudenLs Lo deslgn posLers explalnlng Lhe lmporLance
of L8 and how lL can help lmprove Lngllsh and general llLeracy, even ln Lhelr
moLher Longue.

Make sLudenLs curlous
n|de the t|t|e of the book and ask sLudenLs Lo look aL Lhe cover and wrlLe
Lhelr own suggesLlons prompLed by Lhe [ackeL lllusLraLlon.
kead short extracts a|oud from a varleLy of sLages Lo encourage sLudenLs Lo
Lry ouL new auLhors and genres.
red|ct. AfLer readlng a shorL exLracL from a graded reader, ask sLudenLs Lo
guess whaL mlghL happen nexL.

Make lL fun. Surprlse sLudenLs wlLh lnformal and unpredlcLable acLlvlLles.
Assoc|ate Lk w|th en[oyment. use L8 for popular learnlng acLlvlLles llke
drama and role-play. use L8 as a sprlngboard for compeLlLlons.
Avo|d r|gorous mon|tor|ng of sLudenL's progress wlLh LesLs or lengLhy book
reporLs.
Use DLAk t|me Lo refocus Llred or bored sLudenLs durlng a lesson.

use lC1
8ookworms webs|te and aps: lnLroduce sLudenLs Lo Lhe 8ookworms
'wordcounLer' Lo Lrack Lhelr readlng and oLher readlng resources.
Internet. Lncourage sLudenLs Lo use Lhe lnLerneL Lo research books and
auLhors Lhey are readlng.
Databases. CeL sLudenLs Lo record readlng preferences and progress.
Graph|cs. Ask sLudenLs Lo creaLe lmages, graphs and charLs abouL L8.
Cn||ne Act|v|t|es. Lncourage sLudenLs Lo Lry Lhese ouL regularly.

Make lL vlsual

osters. SuggesL LhaL sLudenLs creaLe lnformaLlve posLers abouL Lhelr
favourlLe books, auLhors or genres.
New covers. SuggesL LhaL sLudenLs should deslgn new covers for a favourlLe
book. use Lhese Lo decoraLe Lhe classroom or corrldor.
Cartoon str|ps and book |||ustrat|on. CeL sLudenLs Lo reLell a sLory or
perhaps an exclLlng eplsode uslng a carLoon sLrlp or an lllusLraLlon.

Make Lhem Lalk
1a|k about books. Lxchange ldeas wlLh your sLudenLs. rovlde
opporLunlLles for shorL presenLaLlons.
M|n| book fa|rs where sLudenLs 'sell' Lhelr favourlLe books or auLhors Lo
oLher sLudenLs.
Interv|ews. SuggesL LhaL sLudenLs lnLervlew fellow classmaLes, and you Loo
of course, abouL readlng 'llkes' and 'dlsllkes'.
Drama. Lncourage sLudenLs Lo acL ouL key scenes from favourlLe books.
use role-plays and hoL seaLlng Lo explore sLudenLs' vlews abouL characLers
ln dlfferenL books.

Lncourage achlevemenL
r|zes and Cert|f|cates. 1hlnk abouL Lhe besL ways of uslng Lhese klnds of
lncenLlves Lo mark mllesLones ln readlng.
Compet|t|ons. Pave compeLlLlons for Lhe besL oral presenLaLlon or shorL
book revlew (no more Lhan 130 words). ulsplay wlnners on Lhe wall.

1hese are [usL a few ldeas. ?ou and your sLudenLs wlll be able Lo Lhlnk of many more as
you become more famlllar wlLh Lhe books. AIM hlgh! 1he key ls Lo keep sLudenLs AcLlve,
InLeresLed and MoLlvaLed. 1hls ls Lhe mlndseL LhaL geLs Lhe mosL ouL of L8.

8. nCW DC WL MCNI1Ck S1UDLN1S' kCGkLSS 1nkCUGn 1nL SCnLML? ldeally, L8 should be an
auLonomous acLlvlLy on Lhe parL of sLudenLs wlLh an emphasls on en[oymenL and
relaxaLlon. ln pracLlce, however, Leachers generally wanL Lo keep Lrack of Lhelr sLudenLs'
progress wlLh L8. 1here are a number of ways Lo supervlse Lhe scheme buL, whaLever
Lhe meLhod/s, lL ls lmporLanL LhaL monlLorlng does noL become a burden on elLher Lhe
sLudenLs or Lhe Leacher. 1hlnk carefully abouL whlch meLhods wlll besL sulL you and
your class.

Cards |ns|de the back cover of each book Lo be fllled wlLh Lhe sLudenL borrower's
name, commenL and/or sLar raLlng. 1hls sysLem has Lhe advanLage LhaL lL also keeps
Lrack of books and provldes a qulck way for classmaLes Lo see how oLher sLudenLs
have reacLed Lo a parLlcular LexL. lrom revlewlng Lhe collecLlon of checked ouL sllps,
Leachers wlll have a rough ldea of sLudenLs' parLlclpaLlon ln L8. Powever, wlLh Lhls
arrangemenL, lL ls less easy Lo assess and lndlvldual's progress Lhrough Lhe scheme.

Ind|v|dua| read|ng d|ar|es. SLudenLs record Lhelr readlng ln a dedlcaLed noLebook
deLalllng auLhor, LlLle and daLe Lhe book was read wlLh a brlef commenL. 1hls
meLhod glves Lhe Leacher a clear undersLandlng of Lhe progress of lndlvldual
sLudenLs and provldes an opporLunlLy Lo make suggesLlons abouL furLher readlng.
Powever, lL can be Llme consumlng for Leachers Lo regularly monlLor Lhe noLebooks.

Wa|| charts. 1hese record each sLudenL's progress on Lhe scheme. 1eachers can
lnclude Lhelr own names Loo! Powever, you wlll have Lo declde wheLher Lhls
meLhod wlll work wlLh your group. lor some sLudenLs a vlslble publlc
represenLaLlon of Lhelr progress wlll be hlghly moLlvaLlng. lor oLhers, qulLe Lhe
reverse.
8r|ef book rev|ews. 1hese can be done on a prepared form and need noL be Llme
consumlng. 1he Leacher can flle Lhem wlLh a secLlon for each sLudenL. Cood
revlews can be dlsplayed on Lhe walls of Lhe classroom. Avold lengLhy book reporLs
whlch are demorallslng and Llme consumlng boLh Lo wrlLe and Lo mark.
Cne-M|nute apers. As a sLarLer acLlvlLy: glve sLudenLs a plece of paper each and
glve Lhem 60 seconds ln whlch Lo wrlLe key polnLs abouL Lhe book Lhey are currenLly
readlng. SLudenLs usually are keen Lo read ouL whaL Lhey have wrlLLen. 8esL efforLs
can be awarded prlzes.
Cne-M|nute Cra| kev|ews. Lxperlenced L8 Leachers flnd Lhese very popular wlLh
sLudenLs. 1hey provlde a regular opporLunlLy Lo pracLlse sLudenLs' speaklng and
llsLenlng skllls uslng language ln a 'real' slLuaLlon. SLress LhaL sLudenLs are free Lo
say wheLher Lhey llked or dlsllked a book. 1he only rule ls LhaL Lhey musL explaln
'why'.
Cra| presentat|ons on a part|cu|ar genre or author. As sLudenLs progress Lhrough
Lhe scheme Lhey wlll have read a number of books wlLh slmllar Lhemes or by Lhe
same auLhors. Clve Lhem occaslonal opporLunlLles Lo Lalk abouL Lhe convenLlons,
slmllarlLles and dlfferences Lhey have noLlced ln a parLlcular Lype of wrlLlng.
8r|ef |nterv|ews w|th the teacher. 1ake Llme Lo Lalk wlLh your sLudenLs abouL Lhelr
reacLlons Lo Lhe programme. uo Lhey have any problems? noLe whaL Lhey llke and
dlsllke abouL L8. uo Lhey have suggesLlons abouL how Lhe scheme could be
lmproved? 8emember, Lhese klnds of lnLeracLlon are 'real' communlcaLlve acLs!
Student generated |essons. When sLudenLs have become more famlllar wlLh Lhe
programme, suggesL LhaL small groups Lake Lurns ln devlslng a 13-mlnuLe mlnl-
lesson focussed on a relevanL syllabus ob[ecLlve uslng Lhe books as a Leachlng
resource. ?ou wlll be surprlsed by Lhelr creaLlvlLy and passlonaLe enLhuslasm!
Interv|ews and]or quest|onna|res dev|sed and organ|sed by students. 1hls acLlvlLy
glves sLudenLs Lhe opporLunlLy of creaLlng wall-charLs, graphs and ple charLs
recordlng Lhe class progress, llkes and dlsllkes, number of books read and any oLher
quanLlflable daLa.
Instant book reports: alr sLudenLs and geL Lhem Lo ask 3 Ws and P quesLlons abouL
each oLher's readlng.
1he Synd|cate Wa||: dlvlde your class lnLo compeLlng syndlcaLes. Lach group has a
'wall' ln Lhe classroom Lo record Lhe syndlcaLe's readlng achlevemenLs. 1hese can
lnclude word counLs, creaLlve dlsplays, wrlLlng pro[ecLs and so forLh. 1he besL wall
wlns aL Lhe end of Lhe year and phoLographs of Lhe wlnnlng wall are submlLLed for a
naLlonwlde compeLlLlon beLween all 8LAu Cn! groups LhroughouL lLaly.
not seat|ng: lf your class en[oys acLlng, use Lhls Lechnlque wlLh a sLudenL ln Lhe role
of hls or her favourlLe characLer answerlng quesLlons generaLed by Lhe class.


ress Conference: Lhls Lechnlque allows sLudenLs Lo focus on a key lncldenL ln a
favourlLe book. 1he class generaLes quesLlons abouL Lhe lncldenL and Lhe sLudenL or
sLudenLs ln Lhe role of lnvesLlgaLlng offlcer or offlclals Lry Lo answer Lhem.

Cscars: 1owards Lhe end of each semesLer, when Lhe class beglns Lo have a
common awareness of Lhe conLenL of a number of books, sLudenLs nomlnaLe
characLers ln Lhe books Lhey have read for 'Cscars' provldlng reasons why Lhey have
chosen LhaL parLlcular characLer. voLes are counLed and Lhere can be a gala award
ceremony wlLh sLudenLs sLandlng ln for Lhe wlnnlng characLers and glvlng Lhe
accepLance speech 'ln role'. osslble caLegorles lnclude Lhe followlng buL Lhe
sLudenLs Lhemselves should make Lhelr own flnal selecLlon of caLegorles for each
awards ceremony.

o 1he mosL vlllalnous characLer
o 1he mosL appeallng characLer
o 1he besL anlmal characLer
o 1he besL deLecLlve eLc.
I1. lor classes wlLh regular access Lo l1, a loL of monlLorlng can be recorded on a
compuLer daLabase. lannlng Lhe besL way Lo devlse Lhe monlLorlng scheme can
provlde plenLy of opporLunlLy for sLudenLs Lo develop language, l1 and problem
solvlng skllls.

9. WnA1 kINDS CI ASSLSSMLN1, II AN, AkL AkCkIA1L IN AN Lk kCGkAMML?
lormal assessmenL should be kepL Lo an absoluLe mlnlmum ln an L8 programme
because sLudenLs' readlng musL be a pleasure, noL a chore. Powever, lL ls lmporLanL Lo
evaluaLe Lhe exLenL Lo whlch parLlclpaLlon ln Lhe scheme has helped sLudenLs. ln Lhe
flrsL place, Lhelr moLlvaLlon wlll be relnforced lf Lhey recognlse LhaL L8 has lmproved
Lhelr language skllls. lL wlll also provlde you wlLh evldence Lo convlnce scepLlcal parenLs
and colleagues LhaL Lhe programme ls worLhwhlle. SLaLlsLlcal proof showlng LhaL Lhe
programme has acLually lmproved sLudenLs' llngulsLlc and cognlLlve performance ls Lhe
sLrongesL argumenL ln lLs favour wlLh L8 scepLlcs.

1o Lhls end all parLlclpanLs should recelve basellne LesLlng aL Lhe beglnnlng of Lhe
programme and summaLlve LesLlng aL Lhe end of Lhe course. ulfferenL level 'cloze' LesLs
wlll be provlded. ?ou wlll admlnlsLer Lhese before you sLarL Lhe programme wlLh your
sLudenLs and Lhen agaln wlLhln an agreed week aL Lhe end of Lhe school year. Mark
sheeLs wlll be avallable and sLudenLs can mark each oLher's papers under your
supervlslon so as Lo mlnlmlse exLra work. 8esulLs should be recorded on Lhe Lxcel
WorksheeL whlch you wlll recelve wlLh Lhe oLher LesL maLerlals.

lL ls also a good ldea Lo assess sLudenLs' aLLlLudes Lo readlng aL Lhe beglnnlng and Lhe
end of Lhe course. SLudenLs can devlse Lhelr own quesLlonnalres uslng sLaLemenLs llke:

l teoJ fot pleosote evety Joy.
l ptefet teoJloq ooo-flctloo.
l floJ teoJloq lo oqllsb botJ.
l love oJveotote stotles.
l bote stotles oboot tomooce.
l btowse oo tbe web evety Joy.
l oevet wotcb televlsloo.

Lach sLaLemenL ls accompanled by a flve polnL scale ranglng from / oqtee sttooqly Lo /
Jlsoqtee sttooqly. SLudenL mark Lhe polnL on Lhe scale whlch mosL closely corresponds
wlLh Lhelr vlews.

5tronq/y 4qree 5tronq/y uisoqree

1 2 3 4 S

SLudenLs can also be encouraged Lo wrlLe commenLs on Lhelr aLLlLudes Lo readlng and
L8.

IINAL 1nCUGn1S

CnCICL: Cne of Lhe mosL lmporLanL Lhlngs Lo remember abouL L8 ls LhaL lL ls abouL cholce.
1hls means cholce abouL how you and your sLudenLs lnLend Lo run Lhe programme ln your
classroom. lL means cholce abouL when Lo read and whaL Lo read. lL ls also abouL Lhe cholce
noL Lo read a parLlcular book lf, afLer havlng sLarLed lL, an lndlvldual flnds s/he does noL llke
lL.

A MILLICN WCkDS? We can'L force all our sLudenLs Lo read a mllllon words (abouL 2 Lo 2.3
books a week for 40 weeks), even Lhough we know lL would have an exLraordlnary lmpacL on
Lhelr language skllls. All we can do ls glve Lhem Lhe opporLunlLy Lo Lry L8 and conLlnue Lo
supporL Lhem as much as posslble - whaLever Lhey achleve. lf sLudenLs manage Lo read a
book a week, lL ls a fanLasLlc sLarL. noL everyone wlll read LhaL much. Some won'L read aL
all whaLever Lhe lncenLlves. A few wlll become 'word mllllonalres'. Clve your group Lhe
cholce and Lhe responslblllLy and you wlll be surprlsed by how many wlll really puL Lhelr
hearLs lnLo lL.
LIIL-LCNG LLAkNLkS: School ls rarely abouL cholce. We are always belng Lold whaL Lo do
wheLher we are Leachers, sLudenLs or parenLs. 8uL L8 makes declslon makers of us all by
glvlng us Lhe freedom Lo Lake charge of our readlng. 1hls ls Lhe flrsL sLep Lowards becomlng
auLonomous llfe-long learners and recognlslng LhaL books wlll always be Lhe besL Leachers!

kLL SULkICkS AND AkLN1S IN 1nL IC1UkL: 8emember LhaL parenLs and Lhe wlder school
communlLy need Lo undersLand L8 and lLs ob[ecLlves. Make sure LhaL you geL your
supervlsors and your head Leacher's agreemenL abouL runnlng 8LAu Cn! wlLh Lhe group you
have chosen. urafL a leLLer lnformlng parenLs abouL Lhe programme, lLs beneflLs and how
Lhey can help

Lk IS WCk1n 1nL LIICk1. 1here ls a conslderable body of research demonsLraLlng Lhe
remarkable progress sLudenLs make by parLlclpaLlng ln well-run exLenslve readlng
programmes. As Leachers, we perhaps focus Loo much on Lhe academlc beneflLs of L8.
Powever, we musL noL underesLlmaLe Lhe lmporLance of Lhe ways Lhese programmes can
Lransform our classrooms lnLo communlLles of genulne learners. LnLhuslasLlc readers
become successful sLudenLs! 1hey know LhaL 8ay 8radbury ls rlghL. 1betes oo ose qoloq to
scbool ooless yoot flool Jestlootloo ls tbe llbtoty.

!Lnn? 8ASSL11'S CCLLLC1lCn Cl 8LSCu8CLS for Lx1LnSlvL 8LAulnC

CN LINL

Lk1LNSIVL kLADING ICUNDA1ICN hLLp://erfoundaLlon.org/
A noL-for-proflL, charlLable organlzaLlon whose purpose ls Lo supporL and promoLe exLenslve
readlng Lhrough varlous lnlLlaLlves:
- 1he Language Learner L|terature Award for graded readers ln Lngllsh. 1hls annual Award
(esLabllshed ln 2004) alms Lo supporL Lhe developmenL of language learner llLeraLure ln
Lngllsh, and Lo encourage exLenslve readlng ln language educaLlon.
Ao lotetootloool joty selects o sbottllst of floollst books. 1eocbets ooJ stoJeots ote eocootoqeJ to
teoJ tbem, ooJ to vote oolloe fot tbelt fovootlte books. 1bese votes ote tokeo loto occooot by tbe
joty.

- A b|b||ography of research on exLenslve readlng. 1hls conLalns absLracLs of over 400
books, arLlcles, research sLudles and dlsserLaLlons relaLed Lo Lhe use of exLenslve readlng ln
second/forelgn language educaLlon.
1bls ls molotoloeJ by o teom of otcblvlsts, ooJ ls oo lovolooble tesootce.

- 1he LkI Graded keader Sca|e. 1hls allows Leachers Lo caLegorlze Lhelr llbrary of graded
readers along a unlform Scale so LhaL dlfferenL serles from dlfferenL publlshers can be
compared ln Lerms of dlfflculLy and placed LogeLher.

- 1he Mood|ekeader Software for 1rack|ng Student kead|ng. hLLp://moodlereader.org/
Lasy qulzzes for nearly 300 popular graded reader LlLles. When deallng wlLh large numbers
of sLudenLs, Lhls ls a useful meLhod for Lracklng Lhelr readlng progress.

CkICkD 8CCkWCkMS hLLp://www.oup-bookworms.com/
1he 8ookworms slLe offers free resources Lo Leachers, samples of audlo recordlngs, a level
gulde, a word counLer, and a full caLalogue of all 8ookworms LlLles.

Lk1LNSIVL kLADING AGLS hLLp://www.exLenslvereadlng.neL/
A reposlLory for lnformaLlon on LxLenslve 8eadlng, wlLh an emphasls on lLs appllcaLlon Lo
Second or lorelgn Language Learnlng.
1bls slte bos mooy osefol ottlcles Jesctlbloq k, ooJ bow to set op ooJ too soccessfol k
ptoqtommes, locloJloq o booklet wtltteo by ut kob wotloq. 1he Cxford unlverslLy ress Culde Lo
Lhe 'Why and Pow' of uslng Craded 8eaders - oqllsb vetsloo (185kb). 1bls ls ovolloble os o ftee
JowolooJ oo <hLLp://exLenslvereadlng.neL/docs/Leblkl_C8Lng.pdf>

kLADING IN A ICkLIGN LANGUAGL hLLp://nflrc.hawall.edu/rfl/
A refereed lnLernaLlonal onllne [ournal of lssues ln forelgn language readlng and llLeracy.
A ftee, folly-tefeteeJ jootool wblcb ls pobllsbeJ twlce o yeot, lo Aptll ooJ Octobet. lt covets botb
tbe ptoctlce ooJ tbeoty of leotoloq to teoJ ooJ tbe teocbloq of teoJloq lo ooy fotelqo ot secooJ
looqooqe.


LMAIL DISCUSSICN GkCU
Lk1LNSIVL kLADING AnCC GkCU hLLp://groups.yahoo.com/group/LxLenslve8eadlng/
1hls group dlscusses lssues relaLed Lo an LxLenslve 8eadlng approach Lo readlng, parLlcularly
ln second and forelgn languages.
A osefol fotom fot oskloq poestloos oo ooy ospect of exteoslve teoJloq ptoqtommes. 1eocbets
ftom otoooJ tbe wotlJ wlll offet qolJooce ooJ soqqestloos boseJ oo tbelt owo expetleoce.

A kLSCUkCL for S1UDLN1S
AN CNLINL LI8kAk CA1ALCGUL hLLp://www.llbraryLhlng.com/
1he world's largesL book club - an easy, llbrary-quallLy caLalogue. Llbrary1hlng also
connecLs you wlLh people who read Lhe same Lhlngs."
5ome stoJeots lo Iopoo ote osloq tbls slte to wtlte sbott tevlews of tbe qtoJeJ teoJets tbey bove
teoJ, ooJ to sbote tbelt lmptessloos wltb otbet looqooqe leotoets.

IUk1nLk kLADING
8r|ng|ng Lxtens|ve kead|ng |nto the C|assroom 8lchard uay, !ennlfer 8asseLL, 8lll 8owler,
Sue armlnLer, Mark lurr, et ol. Cxford unlverslLy ress 2011. lS8n 978 0 19 442406 6
A ptoctlcol qolJe to lottoJocloq exteoslve teoJloq ooJ lts beoeflts to tbe leotoet. locloJes cose
stoJles of soccessfol ptoqtommes otoooJ tbe wotlJ.

Lxtens|ve kead|ng |n the Second Language C|assroom 8lchard 8. uay & !ullan 8amford
Cambrldge unlverslLy ress 1998. lS8n 0 321 36829 3
A comptebeoslve exomlootloo of exteoslve teoJloq, Jlscossloq tbe coqoltlve ooJ offectlve ootote of
teoJloq. lt offets ptoctlcol oJvlce fot lmplemeotloq exteoslve teoJloq wltb secooJ looqooqe
leotoets.

Lxtens|ve kead|ng Act|v|t|es for 1each|ng Language. Jltots !ullan 8amford & 8lchard 8.
uay. Cambrldge unlverslLy ress 2004. lS8n 0 321 01631 7
Ovet 100 closstoom octlvltles to explolt tbe looqooqe leotoloq poteotlol of exteoslve teoJloq -
octlvltles coottlboteJ by teocbets wbo bove oseJ tbem soccessfolly lo closstooms oll ovet tbe
wotlJ.

roust and the Squ|d: the story and sc|ence of the read|ng bra|n. Maryanne Wolf. lcon
8ooks 2008. lS8n 978-184831-030-8
coqoltlve scleoce ooJ tbe teoJloq btolo. o systemotlc ovetvlew of bow cbllJteo leoto to teoJ.

1he k|ghts of the keader. uanlel ennac. 1rs Sarah Adams. lllusLraLlons by CuenLln 8lake.
Walker 8ooks LLd 2006. lS8n 978-1-4063-0091-8
1eocbets, toke oote! we ote teoJloqs wotst eoemy.

ReadOnhandbookPrentice STAMPA

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ReadOnhandbookPrentice STAMPA

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Nina Prentice Rome September 2012

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