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In July, 2011, the AASL Board approved the Position Statement on Labeling Books with Reading Levels. The AASL position statement defines standard directional spine labels and compares them to reading level labels (associated with computerized reading programs) as they are often applied in school libraries. The statement also offers suggestions for concerned librarians to be aware not only of the possible negative effects of these  labels on children as they browse, but also offers suggestions for voicing those concerns. There are proponents and opponents to how computerized reading programs are implemented in schools and their effects on school library collections and students' free access to books of their choice.  A school librarian (name withheld) shares this story of how labels affect students' choices in her school. "Recently I helped a student who came to me while his class was in the library browsing. As the librarian of a middle school library, I often see situations such as this one. The boy had been most recently reading about George Washington and Ben Franklin. His class assignment that day was to checkout two computerized reading program books within his tested reading level and thus was "allowed" only one free choice book. "But I'd rather not have to check out labeled books and there are some books I'd like today that don't have the dots or reading level labels on the backs of the books. Does that mean Ican't check them out?" he asks me. The boy went on to say that he'd rather be allowed to check out three books on his favorite non-fiction topics, regardless of reading level. As he expresses his frustration, he lowers his voice and moves toward a corner of the library where there are no other students. "I'm a pretty good reader," he said quietly, "and I really like reading about the American Revolution. But I have to stay within a certain range. I can't find many books in my reading level that are really interest

The more students read, the better they'll read   So, why limit their reading to a pre-set reading level with limited titles available?  Students need opportunities to read easy books to build fluency  - This is ratified in Appendix A, Page 9,  of the CCSS standards.  We shouldn't have to define what level they should read at -- whether easy or hard -- for independent reading.  Students need experience reading complex text to improve their ability to decode meaning when they encounter difficult material - This is based on the research of Marilyn Jager Rand, PhD. Brown University Students will  shift from easy -->  hard  material if it's on a subject of their interest.  - So let them choose what they want and their innate curiosity will compel them to read and achieve understanding, thus raising their reading ability.  Students need curiosity to inspire reading.  They will either have natural curiosity or stirred up curiosity (stirred up by the educator)  Students need a reason to read that is not about 'assignment' - a quest for knowledge or an answer to find.    

The idea behind the site is to introduce students to a variety of books and form classroom book groups.  How does Extreme Speed Booking work?  A whole lot like speed dating.      Students spend a little time with each book and then rate them accordingly with "I want to read more",  "Interesting", "Not for me", or "I've already read".  Students can also make a note of how interested they are in reading the book (maybe a 1-10 scale)?  This process introduces students to a variety of books, genres and authors.  Students may come across titles and authors they wouldn't otherwise find.  It also helps teachers form classroom book groups that are of high-interest and investment to students because they had input. iLearn Technology

"Reading is a search for meaning, and this meaning can be found only through intelligent and mindful reading. In their classic book " How to Read A Book: The Classic Guide to Intelligent Reading " Van and Adler provide some invaluable tips to help readers develop good intelligent reading habits. They particularly talked about four types of readings which I want to share with you here and also highly recommend that you read the entire book. It is definitely a wonderful work."

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"The Big Read is an initiative of the National Endowment for the Arts, designed to restore reading to the center of American culture. The NEA presents The Big Read in partnership with the Institute of Museum and Library Services and in cooperation with Arts Midwest. The Big Read brings together partners across the country to encourage reading for pleasure and enlightenment. The Big Read answers a big need. Reading at Risk: A Survey of Literary Reading in America, a 2004 report by the National Endowment for the Arts, found that not only is literary reading in America declining rapidly among all groups, but that the rate of decline has accelerated, especially among the young. The concerned citizen in search of good news about American literary culture would study the pages of this report in vain. "

The library as citadel and as the open internet both play an important and distinguishable role.

UCF - imilar to movie trailers, video book trailers are short, minute and a half to two-minute videos that introduce the basic storyline. They differ from book reports captured on video in that in these productions the story is re-enacted with artistic and creative decisions made by the director as to what parts of the story are presented.\n\nTEACHERS: Are you interested in creating your own book trailers and posting the on this site? UB the Director is a curriculum model that answers the inevitable question from your students: "Why do I have to read the book if I can watch the movie about it instead?" Our curriculum teaches you and your students how to visualize the books being read and how to utilize the story invention process to create your own video book trailers. By registering, we will provided guidance on how to create video book trailers and how to add them to the Newbie's Corner our site.

Debate on traditional vs. digital reading continues.

Great flowchart/Infographic Flowchart: Which Books to Read this Summer? Teaching students at the University of California School of Education developed this great infographic to help younger students pick books to read over the summer, an important time when young people have the freedom to read what they want to read rather than required coursework. This chart appeared on the "Teach: Make a Difference" blog on June 5, 2012. A chart like this would be a fun and challenging project for a team of teams or a book club.

Renaissance Learning: * The top 20 books most widely read in grades 1-12, overall and by gender * The top 20 books most widely read by low- and high-achieving students * The top 10 nonfiction books and books for use across the curriculum Downloadable report (pdf)

"The number of children who have read an e-book has almost doubled since 2010 but children still prefer reading books for fun in print, according to Scholastic Inc's Kids and Family Reading Report, 4th Edition."

It has been firmly established that more reading leads to better reading (and writing, spelling, vocabulary and grammar), and that more access to books results in more reading (Krashen, 2004). It is thus reasonable to hypothesize that more access to books is related to better reading. This prediction has been confirmed by a number of studies showing a positive relationship between library quality and reading achievement (McQuillan, 1998; Lance, 2004, and studies reviewed in Krashen, 2004).

Share your 5 favorite books You Are What You Read is a place for readers all over the world to connect with each other through their shared "Bookprints," as we celebrate the books that make us who we are today. Once you sign up, you'll be able to input your Bookprint - the five books that were the most special to you. You'll then be able to connect with other kids who share the same books you like and discover new books to enjoy.

"Freedom to read can never be taken for granted. Even in Canada, a free country by world standards, books and magazines are banned at the border. Books are removed from the shelves in Canadian libraries, schools and bookstores every day. Free speech on the Internet is under attack. Few of these stories make headlines, but they affect the right of Canadians to decide for themselves what they choose to read."

See Supplemental Index PDF for a list of titles organized by topic. Distinguishes picture books from chapter books and gives age ranges.

"A research-based approach to reading intervention, The Book Buddy Hear & Read program pairs print content with audio, using the accessible, enabling technology of the GoReader™. Pre-loaded with audio, simple to operate, and affordable. Individualize instruction, despite overcrowded classrooms. Self-driven support, through simple technology, scaffolds instruction while building confidence. Hear & Read helps students develop phonemic awareness and fluency by synchronizing the image of a word with the sound of that word, and ultimately, the meaning of that word. Tablets and smart phones are amazing multi-function units. You can take photos, watch movies, surf the web, and play Angry Birds(c). The GoReader™ has one function: to support a striving reader without distractions. This simple, personal, educational tool is priced so that every student has access. The best solution for striving readers is the one that helps them learn to read - period."

Scholastic Book wizard: type title, author, keyword to find your book, then "find similar books". All Scholastic books, but recommendations are accurate. All ages.