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"disqusTitle": "Can Students 'Go Deep' With Digital Reading?",
"title": "Can Students 'Go Deep' With Digital Reading?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cimg class=\"aligncenter size-full wp-image-32159\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/kid-using-iPad.jpg\" alt=\"kid using iPad\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/kid-using-iPad.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/kid-using-iPad-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/kid-using-iPad-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Mark Pennington's students often read on their laptops. Pennington, who's a reading specialist in Elk Grove near Sacramento, Calif., sees a need to teach kids how to read digitally and stay engaged, and thinks that digital reading will eventually catch up to what kids can do reading print. When asked if his seventh-graders are more engaged when reading from digital readers or in print, he said it depends -- motivation and environment play a big role.\u003c/p>\n\u003cp>\"Most of the digital reading that students 'practice' is at home on Instagram, chat lines, Facebook and texting,\" he said. \"Since students are choosing to read and respond in these mediums, and since students have considerable prior knowledge and expertise in the subject matter, their engagement/comprehension is high.\"\u003c/p>\n\u003cp>The trick to being a good reader, no matter the medium, is being an engaged reader, a fact that Pennington notes is well-supported by \u003ca href=\"http://www.doe.virginia.gov/instruction/virginia_tiered_system_supports/training/higher_ed/tch_students_generate_questions_review.pdf\" target=\"_blank\">research\u003c/a>. \"It's pretty clear that good readers are active readers engaged with the text,\" he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"You can also flip back and forth very easily, and spatially, there are advantages to print media.\"\u003c/aside>\n\u003cp>One of the best ways for readers to show engagement with the text, he said, is through marginal annotations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"There are real advantages to print,\" he said. \"You can write on the text right there,\" noting that if students aren't allowed to write in textbooks, they can use small sticky notes that come off easily. \"You can also flip back and forth very easily, and spatially, there are advantages to print media.\"\u003c/p>\n\u003cp>Making those annotations in digital readers, like iPads and Chromebooks, can be more challenging than grabbing a pencil and sticky note.\u003c/p>\n\u003cp>When Pennington's seventh graders took the Smarter Balanced Assessment in English Language Arts on new Chromebooks last April, Pennington didn't teach them how to use the test's annotation feature. Students would have been able to highlight reading passages and take notes on the text to help them answer test questions. He thought it was too complicated for them to learn how to use well in time for the test.\u003c/p>\n\u003cp>\"It was so cumbersome,\" he said. Students had to turn on the annotation feature, move back and forth between screens, remember the location of the notes, and then return to the questions they were trying to answer. He said for most of his students, it would have been tricky to \"walk and chew gum at the same time,\" so he shelved it.\u003c/p>\n\u003ch3>\u003cstrong>DRAWBACKS OF DEVICES...FOR NOW\u003c/strong>\u003c/h3>\n\u003cp>While ever more schools adopt textbooks and student reading materials to digital readers like iPads and Chromebooks, some recent research suggests students may comprehend more from reading print. Middle school students who read from both print and e-books showed they understood more of what they read from the ink-and-paper books, according to one \u003ca href=\"http://convention2.allacademic.com/one/aera/aera14/index.php?program_focus=view_paper&selected_paper_id=687447&cmd=online_program_direct_link&sub_action=online_program\">preliminary study presented\u003c/a> by Heather Ruetschlin Schugar and Jordan T. Schugar of West Chester University.\u003c/p>\n\u003cp>Although tablets and touch devices allow readers to interact in innovative ways, the researchers wrote, \"Reading comprehension research with multi-touch devices is still in its infancy and students will need to adapt new reading strategies in order to maximize their learning in this environment.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"3bzHMryqkRtBsdeniPMHvUafoqJSahXc\"]\u003c/p>\n\u003cp>The Schugars have conducted two additional studies in which grade school students better understood material when not distracted by the bells and whistles of an interactive digital book. Annie Murphy Paul, in writing about the Schugars' work for the New York Times, \u003ca href=\"http://parenting.blogs.nytimes.com/2014/04/10/students-reading-e-books-are-losing-out-study-suggests/\">wrote\u003c/a>, \"It seems that the very 'richness' of the multimedia environment that e-books provide — heralded as their advantage over printed books — may overwhelm children's limited working memory, leading them to lose the thread of the narrative or to process the meaning of the story less deeply.\"\u003c/p>\n\u003cp>For older students, the ability to take notes easily appears to be a big reason for choosing print textbooks over digital. In a Hewlett Packard online \u003ca href=\"http://www.publishersweekly.com/pw/by-topic/digital/content-and-e-books/article/63225-college-students-prefer-a-mix-of-print-and-digital-textbooks.html#path/pw/by-topic/digital/content-and-e-books/article/63225-college-students-prefer-a-mix-of-print-and-digital-textbooks.html\">survey of 527 college students\u003c/a> at San Jose State University, 57 percent of students who responded said they preferred print materials to e-books when studying. When citing reasons for their preference, 35 percent of print users cited \"note-taking ability\" as a reason for preferring print vs. six percent of those who favored e-books.\u003c/p>\n\u003cp>Yet those who study reading seem to understand that comprehending in the new medium may require some new training and practice to receive the full benefits. In a recent New Yorker article, \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader\" target=\"_blank\">Being a Better Online Reader\u003c/a>, Maryanne Wolf, author of a history of reading called \u003ca href=\"http://www.amazon.com/Proust-Squid-Story-Science-Reading/dp/0060933844\" target=\"_blank\">Proust and the Squid\u003c/a>, said she's developing digital apps to help train students to deep read digitally. She \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0360131514000955\" target=\"_blank\">cites a new study\u003c/a> that showed fifth-graders became better digital readers after learning how to use the digital annotation feature.\u003c/p>\n\u003cp>\"The same plasticity that allows us to form a reading circuit to begin with, and short-circuit the development of deep reading if we allow it, allows us to learn how to duplicate deep reading in a new environment,\" Wolf said in the article.\u003c/p>\n\u003cp>\u003cstrong>TEACHING NEW SKILLS\u003c/strong>\u003c/p>\n\u003cp>Maybe new note-taking skills require nothing more than a shift in perspective. In a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/what-will-it-take-for-ipads-to-upend-teaching-and-learning/\" target=\"_blank\">recent MindShift article about a one-to-one iPad program\u003c/a>, Hillview Middle Principal Erik Burmeister, said that annotating digital books gives his students a sense of freedom – a place to \"dirty up\" their materials with thoughts and ideas.\u003c/p>\n\u003cp>\"In a traditional school environment, you're given a textbook and told not to write in it at all. And this is really counter-intuitive to what we want kids to be able to do in the real world,\" he said. \"We want them to write all over the things that they're reading.\" Since allowing every kid to write on paper books would mean throwing away those books at the end of every year, the devices give kids the chance to annotate inside the document.\u003c/p>\n\u003cp>\"It\"s being able to engaged with the material in a really kinesthetic way,\" Burmeister said. \"The material is so sacred that it's not sacred, you can really dirty it up.\"\u003c/p>\n\u003cp>So if engaged readers annotate, and students may or may not prefer taking notes in print books, what's next for the e-book? Where does it fit into school? What's the best use of an e-book for learning? More research will need to be done, especially on how students use the annotation features of e-books, to get a clearer picture of how well students can take notes and be able to find them on digital readers. Perhaps technology will improve, and annotation features will become more intuitive in the next generation of devices. And maybe parents and teachers will need to distinguish reading for fun on tablets, with the distracting bells and whistles, from reading for school, where material is less interactive but more straightforward for better absorption.\u003c/p>\n\u003cp>Mark Pennington believes that there will always be room for both print and digital reading in school. In the mean time, he will continue teaching kids how to annotate, because giving students the \"ability to talk to the text, to create an internal dialogue with the text,\" is the best way to help students understand what they're reading. Whether that ends up being most effective tapped on a tablet or scribbled in the margins remains to be seen.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-32159\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/kid-using-iPad.jpg\" alt=\"kid using iPad\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/kid-using-iPad.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/kid-using-iPad-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/kid-using-iPad-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Mark Pennington's students often read on their laptops. Pennington, who's a reading specialist in Elk Grove near Sacramento, Calif., sees a need to teach kids how to read digitally and stay engaged, and thinks that digital reading will eventually catch up to what kids can do reading print. When asked if his seventh-graders are more engaged when reading from digital readers or in print, he said it depends -- motivation and environment play a big role.\u003c/p>\n\u003cp>\"Most of the digital reading that students 'practice' is at home on Instagram, chat lines, Facebook and texting,\" he said. \"Since students are choosing to read and respond in these mediums, and since students have considerable prior knowledge and expertise in the subject matter, their engagement/comprehension is high.\"\u003c/p>\n\u003cp>The trick to being a good reader, no matter the medium, is being an engaged reader, a fact that Pennington notes is well-supported by \u003ca href=\"http://www.doe.virginia.gov/instruction/virginia_tiered_system_supports/training/higher_ed/tch_students_generate_questions_review.pdf\" target=\"_blank\">research\u003c/a>. \"It's pretty clear that good readers are active readers engaged with the text,\" he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"You can also flip back and forth very easily, and spatially, there are advantages to print media.\"\u003c/aside>\n\u003cp>One of the best ways for readers to show engagement with the text, he said, is through marginal annotations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"There are real advantages to print,\" he said. \"You can write on the text right there,\" noting that if students aren't allowed to write in textbooks, they can use small sticky notes that come off easily. \"You can also flip back and forth very easily, and spatially, there are advantages to print media.\"\u003c/p>\n\u003cp>Making those annotations in digital readers, like iPads and Chromebooks, can be more challenging than grabbing a pencil and sticky note.\u003c/p>\n\u003cp>When Pennington's seventh graders took the Smarter Balanced Assessment in English Language Arts on new Chromebooks last April, Pennington didn't teach them how to use the test's annotation feature. Students would have been able to highlight reading passages and take notes on the text to help them answer test questions. He thought it was too complicated for them to learn how to use well in time for the test.\u003c/p>\n\u003cp>\"It was so cumbersome,\" he said. Students had to turn on the annotation feature, move back and forth between screens, remember the location of the notes, and then return to the questions they were trying to answer. He said for most of his students, it would have been tricky to \"walk and chew gum at the same time,\" so he shelved it.\u003c/p>\n\u003ch3>\u003cstrong>DRAWBACKS OF DEVICES...FOR NOW\u003c/strong>\u003c/h3>\n\u003cp>While ever more schools adopt textbooks and student reading materials to digital readers like iPads and Chromebooks, some recent research suggests students may comprehend more from reading print. Middle school students who read from both print and e-books showed they understood more of what they read from the ink-and-paper books, according to one \u003ca href=\"http://convention2.allacademic.com/one/aera/aera14/index.php?program_focus=view_paper&selected_paper_id=687447&cmd=online_program_direct_link&sub_action=online_program\">preliminary study presented\u003c/a> by Heather Ruetschlin Schugar and Jordan T. Schugar of West Chester University.\u003c/p>\n\u003cp>Although tablets and touch devices allow readers to interact in innovative ways, the researchers wrote, \"Reading comprehension research with multi-touch devices is still in its infancy and students will need to adapt new reading strategies in order to maximize their learning in this environment.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The Schugars have conducted two additional studies in which grade school students better understood material when not distracted by the bells and whistles of an interactive digital book. Annie Murphy Paul, in writing about the Schugars' work for the New York Times, \u003ca href=\"http://parenting.blogs.nytimes.com/2014/04/10/students-reading-e-books-are-losing-out-study-suggests/\">wrote\u003c/a>, \"It seems that the very 'richness' of the multimedia environment that e-books provide — heralded as their advantage over printed books — may overwhelm children's limited working memory, leading them to lose the thread of the narrative or to process the meaning of the story less deeply.\"\u003c/p>\n\u003cp>For older students, the ability to take notes easily appears to be a big reason for choosing print textbooks over digital. In a Hewlett Packard online \u003ca href=\"http://www.publishersweekly.com/pw/by-topic/digital/content-and-e-books/article/63225-college-students-prefer-a-mix-of-print-and-digital-textbooks.html#path/pw/by-topic/digital/content-and-e-books/article/63225-college-students-prefer-a-mix-of-print-and-digital-textbooks.html\">survey of 527 college students\u003c/a> at San Jose State University, 57 percent of students who responded said they preferred print materials to e-books when studying. When citing reasons for their preference, 35 percent of print users cited \"note-taking ability\" as a reason for preferring print vs. six percent of those who favored e-books.\u003c/p>\n\u003cp>Yet those who study reading seem to understand that comprehending in the new medium may require some new training and practice to receive the full benefits. In a recent New Yorker article, \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader\" target=\"_blank\">Being a Better Online Reader\u003c/a>, Maryanne Wolf, author of a history of reading called \u003ca href=\"http://www.amazon.com/Proust-Squid-Story-Science-Reading/dp/0060933844\" target=\"_blank\">Proust and the Squid\u003c/a>, said she's developing digital apps to help train students to deep read digitally. She \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0360131514000955\" target=\"_blank\">cites a new study\u003c/a> that showed fifth-graders became better digital readers after learning how to use the digital annotation feature.\u003c/p>\n\u003cp>\"The same plasticity that allows us to form a reading circuit to begin with, and short-circuit the development of deep reading if we allow it, allows us to learn how to duplicate deep reading in a new environment,\" Wolf said in the article.\u003c/p>\n\u003cp>\u003cstrong>TEACHING NEW SKILLS\u003c/strong>\u003c/p>\n\u003cp>Maybe new note-taking skills require nothing more than a shift in perspective. In a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/what-will-it-take-for-ipads-to-upend-teaching-and-learning/\" target=\"_blank\">recent MindShift article about a one-to-one iPad program\u003c/a>, Hillview Middle Principal Erik Burmeister, said that annotating digital books gives his students a sense of freedom – a place to \"dirty up\" their materials with thoughts and ideas.\u003c/p>\n\u003cp>\"In a traditional school environment, you're given a textbook and told not to write in it at all. And this is really counter-intuitive to what we want kids to be able to do in the real world,\" he said. \"We want them to write all over the things that they're reading.\" Since allowing every kid to write on paper books would mean throwing away those books at the end of every year, the devices give kids the chance to annotate inside the document.\u003c/p>\n\u003cp>\"It\"s being able to engaged with the material in a really kinesthetic way,\" Burmeister said. \"The material is so sacred that it's not sacred, you can really dirty it up.\"\u003c/p>\n\u003cp>So if engaged readers annotate, and students may or may not prefer taking notes in print books, what's next for the e-book? Where does it fit into school? What's the best use of an e-book for learning? More research will need to be done, especially on how students use the annotation features of e-books, to get a clearer picture of how well students can take notes and be able to find them on digital readers. Perhaps technology will improve, and annotation features will become more intuitive in the next generation of devices. And maybe parents and teachers will need to distinguish reading for fun on tablets, with the distracting bells and whistles, from reading for school, where material is less interactive but more straightforward for better absorption.\u003c/p>\n\u003cp>Mark Pennington believes that there will always be room for both print and digital reading in school. In the mean time, he will continue teaching kids how to annotate, because giving students the \"ability to talk to the text, to create an internal dialogue with the text,\" is the best way to help students understand what they're reading. Whether that ends up being most effective tapped on a tablet or scribbled in the margins remains to be seen.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>There's no doubt that the experience of reading online is different than reading in print, but does it affect comprehension? While several studies have found student comprehension and retention are lower on digital devices, could it be that students just need to learn the right tools to enhance their digital reading? Maria Konnikova explores the research and theories behind reading in her \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader\" target=\"_blank\">New Yorker column\u003c/a>. She writes:\u003c/p>\n\u003cp>\"Wolf is optimistic that we can learn to navigate online reading just as deeply as we once did print—if we go about it with the necessary thoughtfulness. In a new study, the introduction of an interactive annotation component helped improve comprehension and reading strategy use in a group of fifth graders. It turns out that they could read deeply. They just had to be taught how. Wolf is now working on digital apps to train students in the tools of deep reading, to use the digital world to teach the sorts of skills we tend to associate with quiet contemplation and physical volumes. 'The same plasticity that allows us to form a reading circuit to begin with, and short-circuit the development of deep reading if we allow it, also allows us to learn how to duplicate deep reading in a new environment,' she says. 'We cannot go backwards. As children move more toward an immersion in digital media, we have to figure out ways to read deeply there.'\"\u003cbr>\nhttp://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There's no doubt that the experience of reading online is different than reading in print, but does it affect comprehension? While several studies have found student comprehension and retention are lower on digital devices, could it be that students just need to learn the right tools to enhance their digital reading? Maria Konnikova explores the research and theories behind reading in her \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader\" target=\"_blank\">New Yorker column\u003c/a>. She writes:\u003c/p>\n\u003cp>\"Wolf is optimistic that we can learn to navigate online reading just as deeply as we once did print—if we go about it with the necessary thoughtfulness. In a new study, the introduction of an interactive annotation component helped improve comprehension and reading strategy use in a group of fifth graders. It turns out that they could read deeply. They just had to be taught how. Wolf is now working on digital apps to train students in the tools of deep reading, to use the digital world to teach the sorts of skills we tend to associate with quiet contemplation and physical volumes. 'The same plasticity that allows us to form a reading circuit to begin with, and short-circuit the development of deep reading if we allow it, also allows us to learn how to duplicate deep reading in a new environment,' she says. 'We cannot go backwards. As children move more toward an immersion in digital media, we have to figure out ways to read deeply there.'\"\u003cbr>\nhttp://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Could the Same Genes Shape Math Skills As Reading Ability?",
"title": "Could the Same Genes Shape Math Skills As Reading Ability?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_36999\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/DNA.jpg\">\u003cimg class=\"size-full wp-image-36999\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/DNA.jpg\" alt=\"Getty Images\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/DNA.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/DNA-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/DNA-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Getty Images\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://www.npr.org/blogs/health/2014/07/10/330063232/math-nerd-or-bookworm-many-of-the-same-genes-shape-both-abilities\" target=\"_blank\">\u003cstrong>By Maanvi Singh, NPR\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Many of us tend to align ourselves with either numbers or words. We're either math brains or we're reading brains.\u003c/p>\n\u003cp>In college, my fellow English majors joked about how none of us could long-divide to save our lives, while our friends in engineering groaned about the fact that Lit 101 was a graduation requirement.\u003c/p>\n\u003cp>But it turns out that about half the genes that influence a child's math ability also seem to influence reading ability, according to a \u003ca href=\"http://www.nature.com/ncomms/2014/140708/ncomms5204/abs/ncomms5204.html\">study\u003c/a> published in the journal \u003cem>Nature Communications\u003c/em>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"People who are good at reading, you can bet, are pretty good at math too.\"\u003c/aside>\n\u003cp>\"You'd think that cognitively what's going on with math and reading is very different,\" says \u003ca href=\"http://www.iop.kcl.ac.uk/staff/profile/default.aspx?go=10628\">Robert Plomin\u003c/a>, a behavioral geneticist at Kings College London, and one of the authors of the study. \"Actually, people who are good at reading, you can bet, are pretty good at math too.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The researchers looked at 2,800 pairs of 12-year-old British twins who were part of the larger \u003ca href=\"http://www.teds.ac.uk/\">Twins Early Development Study\u003c/a>. Some pairs were very nearly genetically identical; the other pairs were fraternal twins, meaning they are the same age and shared a quite similar early environment, but are no more genetically similar than other siblings.\u003c/p>\n\u003cp>The scientists assessed each child's math and reading skills based on standardized tests. To gauge how genes influenced the students' aptitude, the researchers compared the test results of twin siblings as well as the results of unrelated children.\u003c/p>\n\u003cp>The researchers also analyzed the participants' DNA, in hopes of turning up a particular gene or set of genes shared by people with high math or reading ability — genes that were, perhaps, missing in people with low abilities. (Some earlier, smaller studies had suggested such highly influential gene variants might exist). But no particular gene or sets of genes emerged. That may be because a lot — maybe thousands — of genes may be involved in helping to shape these abilities, Plomin says.\u003c/p>\n\u003cp>What the study did find was that children's reading ability and math ability seem to be related — and much of that relationship can be explained by genetics.\u003c/p>\n\u003cp>[contextly_sidebar id=\"nHDQrM6d1PlFwrVyqsn9vb3xNWoijQCx\"]\u003c/p>\n\u003cp>The research also showed that genes can't explain everything about our abilities, Plomin says. \"These genetic propensities are like little nudges,\" he says. Slight variations in your genes may nudge you to read more for pleasure. \"And that can snowball,\" Plomin says.\u003c/p>\n\u003cp>These kids who like reading may spend more time at the library or may ask their parents to buy them more books — and all of that practice reading will push their skills even further.\u003c/p>\n\u003cp>Other kids may find reading to be a bit harder due to genetics, Plomin says. \"It's not that the child just isn't motivated, or that he's just not trying hard enough.\" But with some extra encouragement and support, these children can become good readers as well.\u003c/p>\n\u003cp>Environmental factors may also explain why, among genetically identical twins, one may prefer math while the other prefers reading, Plomin says. One twin may end up with a really good math teacher, while the other doesn't. Or one may fall ill, and that may set her back.\u003c/p>\n\u003cp>Right now, we don't have all the answers, Plomin says. \"I wish I knew what some of the genes are,\" he says. That would allow scientists to learn more about how we each learn best.\u003c/p>\n\u003cp>\"What's going to be needed is very large samples of people to be able to isolate these genes,\" says \u003ca href=\"http://www.journals.elsevier.com/intelligence/editorial-board/d-detterman/\">Douglas Detterman\u003c/a>, an emeritus professor of psychology at Case Western Reserve University and editor of the journal \u003cem>Intelligence\u003c/em>. Detterman, who wasn't involved in this study, says scientists would likely have to look at the DNA of millions of people in order to start figuring out which genes affect our academic aptitudes.\u003c/p>\n\u003cp>It's a daunting task, he says, \"but I think it'll happen faster than we expect.\" As we learn more about the influence of genetics on learning, we'll be able to more easily figure out which learning environment works best for each child.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Here, teachers are a bit like farmers, Detterman says. And children are a bit like corn. \"You have corn plants that do well in certain environments, and don't in others. And the farmer's job is to get the corn plants into the right soil.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003cem>Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Math+Nerd+Or+Bookworm%3F+Many+Of+The+Same+Genes+Shape+Both+Abilities&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/em>\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36999\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/DNA.jpg\">\u003cimg class=\"size-full wp-image-36999\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/DNA.jpg\" alt=\"Getty Images\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/DNA.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/DNA-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/DNA-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Getty Images\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://www.npr.org/blogs/health/2014/07/10/330063232/math-nerd-or-bookworm-many-of-the-same-genes-shape-both-abilities\" target=\"_blank\">\u003cstrong>By Maanvi Singh, NPR\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Many of us tend to align ourselves with either numbers or words. We're either math brains or we're reading brains.\u003c/p>\n\u003cp>In college, my fellow English majors joked about how none of us could long-divide to save our lives, while our friends in engineering groaned about the fact that Lit 101 was a graduation requirement.\u003c/p>\n\u003cp>But it turns out that about half the genes that influence a child's math ability also seem to influence reading ability, according to a \u003ca href=\"http://www.nature.com/ncomms/2014/140708/ncomms5204/abs/ncomms5204.html\">study\u003c/a> published in the journal \u003cem>Nature Communications\u003c/em>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"People who are good at reading, you can bet, are pretty good at math too.\"\u003c/aside>\n\u003cp>\"You'd think that cognitively what's going on with math and reading is very different,\" says \u003ca href=\"http://www.iop.kcl.ac.uk/staff/profile/default.aspx?go=10628\">Robert Plomin\u003c/a>, a behavioral geneticist at Kings College London, and one of the authors of the study. \"Actually, people who are good at reading, you can bet, are pretty good at math too.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The researchers looked at 2,800 pairs of 12-year-old British twins who were part of the larger \u003ca href=\"http://www.teds.ac.uk/\">Twins Early Development Study\u003c/a>. Some pairs were very nearly genetically identical; the other pairs were fraternal twins, meaning they are the same age and shared a quite similar early environment, but are no more genetically similar than other siblings.\u003c/p>\n\u003cp>The scientists assessed each child's math and reading skills based on standardized tests. To gauge how genes influenced the students' aptitude, the researchers compared the test results of twin siblings as well as the results of unrelated children.\u003c/p>\n\u003cp>The researchers also analyzed the participants' DNA, in hopes of turning up a particular gene or set of genes shared by people with high math or reading ability — genes that were, perhaps, missing in people with low abilities. (Some earlier, smaller studies had suggested such highly influential gene variants might exist). But no particular gene or sets of genes emerged. That may be because a lot — maybe thousands — of genes may be involved in helping to shape these abilities, Plomin says.\u003c/p>\n\u003cp>What the study did find was that children's reading ability and math ability seem to be related — and much of that relationship can be explained by genetics.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The research also showed that genes can't explain everything about our abilities, Plomin says. \"These genetic propensities are like little nudges,\" he says. Slight variations in your genes may nudge you to read more for pleasure. \"And that can snowball,\" Plomin says.\u003c/p>\n\u003cp>These kids who like reading may spend more time at the library or may ask their parents to buy them more books — and all of that practice reading will push their skills even further.\u003c/p>\n\u003cp>Other kids may find reading to be a bit harder due to genetics, Plomin says. \"It's not that the child just isn't motivated, or that he's just not trying hard enough.\" But with some extra encouragement and support, these children can become good readers as well.\u003c/p>\n\u003cp>Environmental factors may also explain why, among genetically identical twins, one may prefer math while the other prefers reading, Plomin says. One twin may end up with a really good math teacher, while the other doesn't. Or one may fall ill, and that may set her back.\u003c/p>\n\u003cp>Right now, we don't have all the answers, Plomin says. \"I wish I knew what some of the genes are,\" he says. That would allow scientists to learn more about how we each learn best.\u003c/p>\n\u003cp>\"What's going to be needed is very large samples of people to be able to isolate these genes,\" says \u003ca href=\"http://www.journals.elsevier.com/intelligence/editorial-board/d-detterman/\">Douglas Detterman\u003c/a>, an emeritus professor of psychology at Case Western Reserve University and editor of the journal \u003cem>Intelligence\u003c/em>. Detterman, who wasn't involved in this study, says scientists would likely have to look at the DNA of millions of people in order to start figuring out which genes affect our academic aptitudes.\u003c/p>\n\u003cp>It's a daunting task, he says, \"but I think it'll happen faster than we expect.\" As we learn more about the influence of genetics on learning, we'll be able to more easily figure out which learning environment works best for each child.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Here, teachers are a bit like farmers, Detterman says. And children are a bit like corn. \"You have corn plants that do well in certain environments, and don't in others. And the farmer's job is to get the corn plants into the right soil.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003cem>Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Math+Nerd+Or+Bookworm%3F+Many+Of+The+Same+Genes+Shape+Both+Abilities&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/em>\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Predicting Dyslexia -- Even Before Children Learn to Read",
"title": "Predicting Dyslexia -- Even Before Children Learn to Read",
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"content": "\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_36465\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/dyslexia.jpg\">\u003cimg class=\"size-full wp-image-36465\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/dyslexia.jpg\" alt=\"Getty Images\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/dyslexia.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/dyslexia-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/dyslexia-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Getty Images\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://commonhealth.wbur.org/2014/06/dyslexia-brain\" target=\"_blank\">By Rachel Zimmerman, WBUR CommonHealth Blog\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Sixth-grader Josh Thibeau has been struggling to read for as long as he can remember. He has yet to complete a single Harry Potter book, his personal goal.\u003c/p>\n\u003cp>When he was in first grade, Josh’s parents enrolled him in a \u003ca href=\"http://www.childrenshospital.org/research-and-innovation/research-labs/gaab-laboratory\" target=\"_blank\">research study\u003c/a> at Boston Children’s Hospital investigating the genetics of dyslexia. Since then, Josh has completed regular MRI scans of his brain. Initially, it seemed daunting.\u003c/p>\n\u003cp>“When we first started, I’m like, ‘Oh no, you’re sending me to like some strange, like, science lab where I’m going to be injected with needles and it’s going to hurt,’ I’m like, ‘I’m never going to see my family again,’ ” says Josh, who lives in West Newbury, Mass.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"0c2d6b85b37814158c8ece383e6763f1\"]\u003c/p>\n\u003cp>Josh and his three biological siblings all have dyslexia to varying degrees. Pretty much every day he confronts the reality that his brain works differently than his peers’. He’s even shared scans of his brain with classmates to try to show those differences. Some kids still don’t get it.\u003c/p>\n\u003cp>“There was a student that said, ‘Are you stupid?’ Because my brain was working in a different way,” Josh says. “And I’m just like, ‘No, I am not stupid…I’m just dyslexic.’ ”\u003c/p>\n\u003cp>\u003cstrong>THE PRE-READING BRAIN\u003c/strong>\u003c/p>\n\u003cp>On average, one or two kids in every U.S. classroom has \u003ca href=\"http://www.ninds.nih.gov/disorders/dyslexia/dyslexia.htm\" target=\"_blank\">dyslexia\u003c/a>, a brain-based learning disability that often runs in families and makes reading difficult, sometimes painfully so.\u003c/p>\n\u003cp>Compared to other neurodevelopmental disorders like ADHD or autism, research into dyslexia has advanced further, experts say. That’s partly because dyslexia presents itself around a specific behavior: reading — which, as they say, is fundamental.\u003c/p>\n\u003cp>Now, \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/23946384\" target=\"_blank\">new research\u003c/a> shows it’s possible to pick up some of the signs of dyslexia in the brain even before kids learn to read. And this earlier identification may start to substantially influence how parents, educators and clinicians tackle the disorder.\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003ca class=\"pull-quote half right\">\u003cspan style=\"color: #000000\">\"Maybe the most surprising aspect of the research so far is how clear a signal we see in the brains of children who are likely to go on to be poor readers.\"\u003c/span>\u003c/a>\u003c/span>\u003c/p>\n\u003cp>Until recently (and sometimes even today) kids who struggled to read were thought to lack motivation or smarts. Now it’s clear that’s not true: Dyslexia stems from physiological differences in the brain circuitry. Those differences can make it harder, and less efficient, for children to process the tiny components of language, called phonemes.\u003c/p>\n\u003cp>And it’s much more complicated than just flipping your “b’s and “d’s.” To read, children need to learn to map the sounds of spoken language — the “KUH”, the “AH”, the “TUH” — to their corresponding letters. And then they must grasp how those letter symbols, the “C” “A” and “T”, create words with meaning. Kids with dyslexia have far more trouble mastering these steps automatically.\u003c/p>\n\u003cp>For these children, the path toward reading is often marked by struggle, anxiety and feelings of inadequacy. In general, a diagnosis of dyslexia usually means that a child has experienced multiple failures at school.\u003c/p>\n\u003cp>But collaborations currently underway between neuroscientists at MIT and Children’s Hospital may mark a fundamental shift in addressing dyslexia, and might someday eliminate the anguish of repeated failure. In preliminary findings, researchers report that brain measures taken in kindergartners — even before the kids can read — can “significantly” improve predictions of how well, or poorly, the children can master reading later on.\u003c/p>\n\u003cp>\u003cstrong>PINPOINTING THE WHITE MATTER CULPRIT\u003c/strong>\u003c/p>\n\u003cp>Using cutting-edge MRI technology, the researchers are able to pinpoint a specific neural pathway, a white matter tract in the brain’s left hemisphere that appears to be related to dyslexia: It’s called the arcuate fasciculus.\u003c/p>\n\u003cp>“It’s an arch-shaped bundle of fibers that connects the frontal language areas of the brain to the areas in the temporal lobe that are important for language,” Elizabeth Norton, a neuroscientist at MIT’s McGovern Institute of Brain Research, explains.\u003c/p>\n\u003cfigure id=\"attachment_36464\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/dyslexia-brain.jpg\">\u003cimg class=\"size-medium wp-image-36464\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/dyslexia-brain-300x196.jpg\" alt=\"Researchers found that kindergarten children with strong pre-reading scores have a bigger, more robust and well-organized arcuate fasciculus (bottom right) while children with very low scores have a small and not particularly well-organized arcuate fasciculus (top right). (Zeynep Saygin/MIT)\" width=\"300\" height=\"196\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Researchers found that kindergarten children with strong pre-reading scores have a bigger, more robust and well-organized arcuate fasciculus (bottom right) while children with very low scores have a small and not particularly well-organized arcuate fasciculus (top right). (Zeynep Saygin/MIT)\u003c/figcaption>\u003c/figure>\n\u003cp>In her lab, Norton shows me brain images from the NIH-funded kindergartner study, called READ (for Researching Early Attributes of Dyslexia).\u003c/p>\n\u003cp>“We see that in children who in kindergarten already have strong pre-reading scores, their arcuate fasciculus is both bigger and more well organized,” she says. On the other hand: “A child with a score of zero has a very small and not particularly organized arcuate fasciculus.”\u003c/p>\n\u003cp>She says we’re not quite ready to simply take a picture of your child’s brain and say “Aha, this kid is going to have dyslexia,” but we’re getting closer to that point.\u003c/p>\n\u003cp>Norton’s colleague, neuroscientist and assistant professor of pediatrics \u003ca href=\"http://www.childrenshospital.org/research-and-innovation/research-labs/gaab-laboratory/meet-the-lab-members\" target=\"_blank\">Nadine Gaab\u003c/a> of Children’s Hospital, studies the brains of infants as young as 4 months old. She theorizes that even at birth, or shortly after, children’s brain structures can show signs of developing the disorder. Her hope is that, ultimately, the current research will trickle down to classrooms and help eliminate what she calls “the dyslexia paradox.”\u003c/p>\n\u003cp>“Several studies have suggested that intervention is most effective in kindergarten or first grade,” she says. “However, you have to have several years of reading failure before you can get a diagnosis of dyslexia — end of second grade, beginning of third grade. So we have this paradox.”\u003c/p>\n\u003cp>\u003cstrong>A YEAR TO LEARN THE WORD 'THE'\u003c/strong>\u003c/p>\n\u003cp>Meghan Estrada, of Watertown, Mass., enrolled her son Tomas in the MIT study at age 6, after seeing him struggle with the basics of reading.\u003c/p>\n\u003cp>“When he was in kindergarten, you know, he was having some serious trouble,” she says. “It took him about a year to learn the word ‘the.’ I could see that he needed more help.”\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003ca class=\"pull-quote half left\">\u003cspan style=\"color: #000000\">\"These children who struggle to read are very aware of where they stand relative to their peers and this is their first major experience in school.\"\u003c/span>\u003c/a>\u003c/span>\u003c/p>\n\u003cp>Tomas, now 8, continues to experience difficulty with reading at the end of second grade. He requires more individualized support and intervention both at home and in the classroom. Now he’s being evaluated to determine if he does, indeed, have dyslexia.\u003c/p>\n\u003cp>MIT neuroscientist \u003ca href=\"http://bcs.mit.edu/people/gabrieli.html\" target=\"_blank\">Professor John Gabrieli\u003c/a> is one of the lead investigators of the study Tomas is participating in. “Maybe the most surprising aspect of the research so far is how clear a signal we see in the brains of children who are likely to go on to be poor readers,” Gabrieli says.\u003c/p>\n\u003cp>As part of the READ study, the kids wear colorful electrode caps to measure electrical activity in their brains; they complete a slew of cognitive, behavioral, memory and language tests; and get MRIs to evaluate both the structure and function of their brains. Researchers published findings based on the first 40 kids last summer in the Journal of Neuroscience; the plan is to follow all 186 kids in the study from kindergarten through second grade.\u003c/p>\n\u003cp>Gabrieli says if these early brain scans and other metrics prove to be predictive, new questions will arise.\u003c/p>\n\u003cp>“The bigger challenges for us now soon will be…to figure out what kind of interventions can be done in a 4-year-old or a 3-year-old that might put her or him on a different pathway altogether,” he says. “You know, can we have a child arrive at school who will be ready to read and not wait for failure at all but have intervened so early that the child never experiences that failure?”\u003c/p>\n\u003cp>One of the key goals of early identification, Gabrieli says, is to help kids avoid the stigma of dyslexia.\u003c/p>\n\u003cp>“The social downsides to late identification are quite severe,” he says. “These children who struggle to read are very aware of where they stand relative to their peers and this is their first major experience in school.”\u003c/p>\n\u003cp>\u003ca href=\"http://kellylowery.com/about.html\" target=\"_blank\">Kelly Lowery\u003c/a>, a Cambridge, Mass., pediatric neuropsychologist, treats kids who have anxiety related to their learning problems, mostly dyslexia. “I have students, you ask them to read and they start to cry — it’s a trauma experience,” she says.\u003c/p>\n\u003cp>\u003cstrong>A TOUGH THING TO HIDE\u003c/strong>\u003c/p>\n\u003cp>At the Carroll School in Lincoln, Mass., which specializes in language-based learning disabilities, eighth-graders Katelyn, Lily, Sarah and Aysha (their parents asked that their last names not be used) no longer have to keep their dyslexia a secret. But they recently told me about some of the strategies they used to employ — like pretending they couldn’t see words without their glasses, or asking friends to read for them.\u003c/p>\n\u003cp>Here’s what they said:\u003c/p>\n\u003cblockquote>\u003cp>“Oh, I used to just like mumble over the word or say it really quietly — and pretend like I said it.”\u003c/p>\n\u003cp>“I would be chased down the hallway… it was mostly just one boy, and he’d be yelling at me, chasing me, and the teachers would just watch, and he’s like ‘You can’t read, like you should know how to read by now, you’re in seventh grade,’ but so, yeah, it was not very fun to go to school.”\u003c/p>\n\u003cp>“I remember that I used to pretend to be sick every day…and it was like most people say, ‘Oh, eighth grade, seventh grade, sixth grade, best years of your life.’ Not really. Like for some — a lot of dyslexic kids…it was torture.”\u003c/p>\u003c/blockquote>\n\u003cp>Dr. Eric Falke, director of cognitive interventions and research at the Carroll School, says children with dyslexia typically find alternate strategies to develop language skills. “Workarounds,” he says. “What they do is they use a lot of their intelligence to compensate for little bottlenecks, little quirky things about the way their brain processes information.”\u003c/p>\n\u003cp>But these workarounds aren’t always efficient.\u003c/p>\n\u003cp>“When you talk to an eighth-grader who struggled for nine years in a general educational environment…trying to figure out how to do something that was really difficult for her, [it] isn’t actually a good use of her time…” He adds: “If you could intervene earlier…a small intervention earlier on could potentially have a huge impact on a person’s life.”\u003c/p>\n\u003cp>So, he says, the Carroll School is ready to act on the new brain science now: “Here’s the bottom line: It’s like we’ve wanted to do this for many years, and we are ready to start a kindergarten if there’s enough interest from the community.”\u003c/p>\n\u003cp>\u003cstrong>NOT ALL SCHOOLS ON BOARD\u003c/strong>\u003c/p>\n\u003cp>So wouldn’t it be great if all kids — not just those lucky enough to attend a special private school — could get a diagnosis, and targeted intervention like one-on-one, daily tutoring and language-based reading support in small classes, much earlier? It seems like a no-brainer.\u003c/p>\n\u003cp>But Nadine Gaab, the other lead investigator on the kindergartner study, told me she was surprised to discover that not all schools were on board.\u003c/p>\n\u003cp>“Some of these schools were really open and happy that we want to come and test every incoming kindergartener,” Gaab says. “However we also had districts who said, ‘I’m sorry, but we don’t want you…because if MIT and Harvard diagnoses or identifies children at risk in kindergarten and we don’t have the resources to do anything about this, then parents will get really upset with us, and we would feel very guilty as well.’ ”\u003c/p>\n\u003cp>When this research becomes more definitive, it remains an open question whether more schools will take advantage of the brain science to test and offer intervention to kids much earlier. The researchers aren’t suggesting MRIs for every single kindergartner. But they say someday, if a child has a family history of dyslexia, and is showing early signs of reading trouble, a diagnostic brain scan may prove less costly than playing catch up after years of academic failure.\u003c/p>\n\u003cp>\u003cstrong>THE LEANING TOWER OF PISA - UPSIDE DOWN \u003c/strong>\u003c/p>\n\u003cp>Researchers already know early intervention can help many kids with dyslexia overcome some of their reading challenges. (Of course there’s a huge range of “dyslexia” and severity varies widely.)\u003c/p>\n\u003cp>One effective approach, called RAVE-O, was developed by \u003ca href=\"http://ase.tufts.edu/crlr/team/wolf.htm\" target=\"_blank\">Maryanne Wolf\u003c/a>, director of the Center for Reading and Language Research at Tufts University. In her office, Wolf picks up a plastic model of a brain and explains that many children with dyslexia appear to be processing reading information in the right hemisphere, which may be less effective for language tasks, whereas typical readers rely on brain circuitry in the left hemisphere for these functions.\u003c/p>\n\u003cp>RAVE-O seeks to work around this, and help kids gain “automaticity” in all aspects of language. It’s a toolkit of strategies to make explicit the critical connections between sounds, symbols, syntax and meaning while also infusing some levity in the process. Kids learn about the “am” family, for instance, with pictures of jelly “jam,” a guitarist “jamming” and a traffic “jam.”\u003c/p>\n\u003cp>But for Wolf, this topic isn’t just academic, it’s personal: Her first son has dyslexia. She recalls a moment, when, as a junior high-schooler, he returned from a trip to Italy. “[A]nd he said, ‘Mom, I just want you to see what I just drew from memory.’ I looked. It was a perfect picture of the leaning tower of Pisa — upside down. And I said, ‘Why did you do that?’ And he said, ‘It’s just easier for me to draw that way.’ ”\u003c/p>\n\u003cp>Wolf’s son is now a successful artist and sometimes she wonders whether that’s despite his dyslexia — or because of it. Indeed, a national movement has emerged to spotlight the unique attributes of the dyslexic brain. Writers like \u003ca href=\"http://www.amazon.com/David-Goliath-Underdogs-Misfits-Battling/dp/0316204366\" target=\"_blank\">Malcolm Gladwell\u003c/a> and others have explored the \u003ca href=\"http://www.nytimes.com/2012/02/05/opinion/sunday/the-upside-of-dyslexia.html\" target=\"_blank\">“upside of dyslexia”\u003c/a>, which can be marked by unusual problem-solving skills and outside-the-box thinking.\u003c/p>\n\u003cp>A few years back, for example, a widely reported study found that \u003ca href=\"http://www.nytimes.com/2007/12/05/business/worldbusiness/05iht-dyslexia.4.8602036.html\" target=\"_blank\">35 percent of U.S. entrepreneurs\u003c/a> identified themselves as dyslexic. Lists of celebrities with dyslexia, like Whoopi Goldberg and Henry Winkler, are becoming ubiquitous. And researchers, notably Sally and Bennett Shaywitz at the \u003ca href=\"http://dyslexia.yale.edu/index.html\" target=\"_blank\">Yale Center For Dyslexia and Creativity\u003c/a>, seek to emphasize the “sea of strengths” around dyslexia. (But even they write about the importance of accurate, precise diagnosis and early, evidence-based intervention.)\u003c/p>\n\u003cp>\u003cstrong>A MOTHER'S VIEW\u003c/strong>\u003c/p>\n\u003cp>Indeed, as a research subject — and a kid who’s changed schools many times to find teachers who “get” how he learns — Josh Thibeau, now at the\u003ca href=\"http://www.landmarkschool.org/\" target=\"_blank\"> Landmark School\u003c/a> in Pride’s Crossing, Mass., has a unique appreciation of his own brain.\u003c/p>\n\u003cp>“It’s been described to me as a library, and now I think of it as a maze that’s like constantly changing,” he says, “and hopefully, it’ll be just one straight line, that’s where I need to go, that’s the place I need, that’s the information that I need to extract.”\u003c/p>\n\u003cp>Still, for Josh’s mother, Janet Thibeau, there remains a sadness knowing her kids will never share her love of reading, and there’s no getting around the severe challenges that come with a learning disability.\u003c/p>\n\u003cp>“You see kids struggle and not get their needs met and you see them turning into teenagers who make bad or unsafe choices,” she says.\u003c/p>\n\u003cp>Thibeau says she certainly appreciates the resilience that can come from overcoming adversity. But, she says, the prospect of earlier intervention for far more children with dyslexia is also encouraging.\u003c/p>\n\u003cp>“It gives the entire community… parents, schools, an opportunity to just keep kids away from seeing themselves as not smart or worthless, and seeing them really reaching amazing potential,” she says. “These are really bright kids who are capable of a lot once those underlying weaknesses are met.”\u003c/p>\n\u003cp>\u003cem>A note on terminology:\u003c/em>\u003c/p>\n\u003cp>\u003cem>One problem that arises in talking about dyslexia is that not everyone uses the term “dyslexia,” and there is no one, standard definition. For instance, Elizabeth Norton of MIT explains: “The terms used to define reading difficulties are inconsistent. The state of Massachusetts and even federal education laws don’t use the term ‘dyslexia;’ instead, they use terms such as ‘specific learning disability in reading’ or ‘specific learning impairment.’ Some students may receive a more specific diagnosis of ‘dyslexia’ or “language-based learning disability” from an independent clinician. Further, the DSM 5 doesn’t include a definition of “dyslexia.”\u003c/em>\u003c/p>\n\u003cp>The Carroll School uses “language-based reading disability” and also dyslexia. The NIH refers to “developmental reading disorder” and “dyslexia” interchangeably.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://commonhealth.wbur.org/\" target=\"_blank\">WBUR's CommonHealth blog\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_36465\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/dyslexia.jpg\">\u003cimg class=\"size-full wp-image-36465\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/dyslexia.jpg\" alt=\"Getty Images\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/dyslexia.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/dyslexia-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/dyslexia-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Getty Images\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://commonhealth.wbur.org/2014/06/dyslexia-brain\" target=\"_blank\">By Rachel Zimmerman, WBUR CommonHealth Blog\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Sixth-grader Josh Thibeau has been struggling to read for as long as he can remember. He has yet to complete a single Harry Potter book, his personal goal.\u003c/p>\n\u003cp>When he was in first grade, Josh’s parents enrolled him in a \u003ca href=\"http://www.childrenshospital.org/research-and-innovation/research-labs/gaab-laboratory\" target=\"_blank\">research study\u003c/a> at Boston Children’s Hospital investigating the genetics of dyslexia. Since then, Josh has completed regular MRI scans of his brain. Initially, it seemed daunting.\u003c/p>\n\u003cp>“When we first started, I’m like, ‘Oh no, you’re sending me to like some strange, like, science lab where I’m going to be injected with needles and it’s going to hurt,’ I’m like, ‘I’m never going to see my family again,’ ” says Josh, who lives in West Newbury, Mass.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Josh and his three biological siblings all have dyslexia to varying degrees. Pretty much every day he confronts the reality that his brain works differently than his peers’. He’s even shared scans of his brain with classmates to try to show those differences. Some kids still don’t get it.\u003c/p>\n\u003cp>“There was a student that said, ‘Are you stupid?’ Because my brain was working in a different way,” Josh says. “And I’m just like, ‘No, I am not stupid…I’m just dyslexic.’ ”\u003c/p>\n\u003cp>\u003cstrong>THE PRE-READING BRAIN\u003c/strong>\u003c/p>\n\u003cp>On average, one or two kids in every U.S. classroom has \u003ca href=\"http://www.ninds.nih.gov/disorders/dyslexia/dyslexia.htm\" target=\"_blank\">dyslexia\u003c/a>, a brain-based learning disability that often runs in families and makes reading difficult, sometimes painfully so.\u003c/p>\n\u003cp>Compared to other neurodevelopmental disorders like ADHD or autism, research into dyslexia has advanced further, experts say. That’s partly because dyslexia presents itself around a specific behavior: reading — which, as they say, is fundamental.\u003c/p>\n\u003cp>Now, \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/23946384\" target=\"_blank\">new research\u003c/a> shows it’s possible to pick up some of the signs of dyslexia in the brain even before kids learn to read. And this earlier identification may start to substantially influence how parents, educators and clinicians tackle the disorder.\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003ca class=\"pull-quote half right\">\u003cspan style=\"color: #000000\">\"Maybe the most surprising aspect of the research so far is how clear a signal we see in the brains of children who are likely to go on to be poor readers.\"\u003c/span>\u003c/a>\u003c/span>\u003c/p>\n\u003cp>Until recently (and sometimes even today) kids who struggled to read were thought to lack motivation or smarts. Now it’s clear that’s not true: Dyslexia stems from physiological differences in the brain circuitry. Those differences can make it harder, and less efficient, for children to process the tiny components of language, called phonemes.\u003c/p>\n\u003cp>And it’s much more complicated than just flipping your “b’s and “d’s.” To read, children need to learn to map the sounds of spoken language — the “KUH”, the “AH”, the “TUH” — to their corresponding letters. And then they must grasp how those letter symbols, the “C” “A” and “T”, create words with meaning. Kids with dyslexia have far more trouble mastering these steps automatically.\u003c/p>\n\u003cp>For these children, the path toward reading is often marked by struggle, anxiety and feelings of inadequacy. In general, a diagnosis of dyslexia usually means that a child has experienced multiple failures at school.\u003c/p>\n\u003cp>But collaborations currently underway between neuroscientists at MIT and Children’s Hospital may mark a fundamental shift in addressing dyslexia, and might someday eliminate the anguish of repeated failure. In preliminary findings, researchers report that brain measures taken in kindergartners — even before the kids can read — can “significantly” improve predictions of how well, or poorly, the children can master reading later on.\u003c/p>\n\u003cp>\u003cstrong>PINPOINTING THE WHITE MATTER CULPRIT\u003c/strong>\u003c/p>\n\u003cp>Using cutting-edge MRI technology, the researchers are able to pinpoint a specific neural pathway, a white matter tract in the brain’s left hemisphere that appears to be related to dyslexia: It’s called the arcuate fasciculus.\u003c/p>\n\u003cp>“It’s an arch-shaped bundle of fibers that connects the frontal language areas of the brain to the areas in the temporal lobe that are important for language,” Elizabeth Norton, a neuroscientist at MIT’s McGovern Institute of Brain Research, explains.\u003c/p>\n\u003cfigure id=\"attachment_36464\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/dyslexia-brain.jpg\">\u003cimg class=\"size-medium wp-image-36464\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/dyslexia-brain-300x196.jpg\" alt=\"Researchers found that kindergarten children with strong pre-reading scores have a bigger, more robust and well-organized arcuate fasciculus (bottom right) while children with very low scores have a small and not particularly well-organized arcuate fasciculus (top right). (Zeynep Saygin/MIT)\" width=\"300\" height=\"196\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Researchers found that kindergarten children with strong pre-reading scores have a bigger, more robust and well-organized arcuate fasciculus (bottom right) while children with very low scores have a small and not particularly well-organized arcuate fasciculus (top right). (Zeynep Saygin/MIT)\u003c/figcaption>\u003c/figure>\n\u003cp>In her lab, Norton shows me brain images from the NIH-funded kindergartner study, called READ (for Researching Early Attributes of Dyslexia).\u003c/p>\n\u003cp>“We see that in children who in kindergarten already have strong pre-reading scores, their arcuate fasciculus is both bigger and more well organized,” she says. On the other hand: “A child with a score of zero has a very small and not particularly organized arcuate fasciculus.”\u003c/p>\n\u003cp>She says we’re not quite ready to simply take a picture of your child’s brain and say “Aha, this kid is going to have dyslexia,” but we’re getting closer to that point.\u003c/p>\n\u003cp>Norton’s colleague, neuroscientist and assistant professor of pediatrics \u003ca href=\"http://www.childrenshospital.org/research-and-innovation/research-labs/gaab-laboratory/meet-the-lab-members\" target=\"_blank\">Nadine Gaab\u003c/a> of Children’s Hospital, studies the brains of infants as young as 4 months old. She theorizes that even at birth, or shortly after, children’s brain structures can show signs of developing the disorder. Her hope is that, ultimately, the current research will trickle down to classrooms and help eliminate what she calls “the dyslexia paradox.”\u003c/p>\n\u003cp>“Several studies have suggested that intervention is most effective in kindergarten or first grade,” she says. “However, you have to have several years of reading failure before you can get a diagnosis of dyslexia — end of second grade, beginning of third grade. So we have this paradox.”\u003c/p>\n\u003cp>\u003cstrong>A YEAR TO LEARN THE WORD 'THE'\u003c/strong>\u003c/p>\n\u003cp>Meghan Estrada, of Watertown, Mass., enrolled her son Tomas in the MIT study at age 6, after seeing him struggle with the basics of reading.\u003c/p>\n\u003cp>“When he was in kindergarten, you know, he was having some serious trouble,” she says. “It took him about a year to learn the word ‘the.’ I could see that he needed more help.”\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003ca class=\"pull-quote half left\">\u003cspan style=\"color: #000000\">\"These children who struggle to read are very aware of where they stand relative to their peers and this is their first major experience in school.\"\u003c/span>\u003c/a>\u003c/span>\u003c/p>\n\u003cp>Tomas, now 8, continues to experience difficulty with reading at the end of second grade. He requires more individualized support and intervention both at home and in the classroom. Now he’s being evaluated to determine if he does, indeed, have dyslexia.\u003c/p>\n\u003cp>MIT neuroscientist \u003ca href=\"http://bcs.mit.edu/people/gabrieli.html\" target=\"_blank\">Professor John Gabrieli\u003c/a> is one of the lead investigators of the study Tomas is participating in. “Maybe the most surprising aspect of the research so far is how clear a signal we see in the brains of children who are likely to go on to be poor readers,” Gabrieli says.\u003c/p>\n\u003cp>As part of the READ study, the kids wear colorful electrode caps to measure electrical activity in their brains; they complete a slew of cognitive, behavioral, memory and language tests; and get MRIs to evaluate both the structure and function of their brains. Researchers published findings based on the first 40 kids last summer in the Journal of Neuroscience; the plan is to follow all 186 kids in the study from kindergarten through second grade.\u003c/p>\n\u003cp>Gabrieli says if these early brain scans and other metrics prove to be predictive, new questions will arise.\u003c/p>\n\u003cp>“The bigger challenges for us now soon will be…to figure out what kind of interventions can be done in a 4-year-old or a 3-year-old that might put her or him on a different pathway altogether,” he says. “You know, can we have a child arrive at school who will be ready to read and not wait for failure at all but have intervened so early that the child never experiences that failure?”\u003c/p>\n\u003cp>One of the key goals of early identification, Gabrieli says, is to help kids avoid the stigma of dyslexia.\u003c/p>\n\u003cp>“The social downsides to late identification are quite severe,” he says. “These children who struggle to read are very aware of where they stand relative to their peers and this is their first major experience in school.”\u003c/p>\n\u003cp>\u003ca href=\"http://kellylowery.com/about.html\" target=\"_blank\">Kelly Lowery\u003c/a>, a Cambridge, Mass., pediatric neuropsychologist, treats kids who have anxiety related to their learning problems, mostly dyslexia. “I have students, you ask them to read and they start to cry — it’s a trauma experience,” she says.\u003c/p>\n\u003cp>\u003cstrong>A TOUGH THING TO HIDE\u003c/strong>\u003c/p>\n\u003cp>At the Carroll School in Lincoln, Mass., which specializes in language-based learning disabilities, eighth-graders Katelyn, Lily, Sarah and Aysha (their parents asked that their last names not be used) no longer have to keep their dyslexia a secret. But they recently told me about some of the strategies they used to employ — like pretending they couldn’t see words without their glasses, or asking friends to read for them.\u003c/p>\n\u003cp>Here’s what they said:\u003c/p>\n\u003cblockquote>\u003cp>“Oh, I used to just like mumble over the word or say it really quietly — and pretend like I said it.”\u003c/p>\n\u003cp>“I would be chased down the hallway… it was mostly just one boy, and he’d be yelling at me, chasing me, and the teachers would just watch, and he’s like ‘You can’t read, like you should know how to read by now, you’re in seventh grade,’ but so, yeah, it was not very fun to go to school.”\u003c/p>\n\u003cp>“I remember that I used to pretend to be sick every day…and it was like most people say, ‘Oh, eighth grade, seventh grade, sixth grade, best years of your life.’ Not really. Like for some — a lot of dyslexic kids…it was torture.”\u003c/p>\u003c/blockquote>\n\u003cp>Dr. Eric Falke, director of cognitive interventions and research at the Carroll School, says children with dyslexia typically find alternate strategies to develop language skills. “Workarounds,” he says. “What they do is they use a lot of their intelligence to compensate for little bottlenecks, little quirky things about the way their brain processes information.”\u003c/p>\n\u003cp>But these workarounds aren’t always efficient.\u003c/p>\n\u003cp>“When you talk to an eighth-grader who struggled for nine years in a general educational environment…trying to figure out how to do something that was really difficult for her, [it] isn’t actually a good use of her time…” He adds: “If you could intervene earlier…a small intervention earlier on could potentially have a huge impact on a person’s life.”\u003c/p>\n\u003cp>So, he says, the Carroll School is ready to act on the new brain science now: “Here’s the bottom line: It’s like we’ve wanted to do this for many years, and we are ready to start a kindergarten if there’s enough interest from the community.”\u003c/p>\n\u003cp>\u003cstrong>NOT ALL SCHOOLS ON BOARD\u003c/strong>\u003c/p>\n\u003cp>So wouldn’t it be great if all kids — not just those lucky enough to attend a special private school — could get a diagnosis, and targeted intervention like one-on-one, daily tutoring and language-based reading support in small classes, much earlier? It seems like a no-brainer.\u003c/p>\n\u003cp>But Nadine Gaab, the other lead investigator on the kindergartner study, told me she was surprised to discover that not all schools were on board.\u003c/p>\n\u003cp>“Some of these schools were really open and happy that we want to come and test every incoming kindergartener,” Gaab says. “However we also had districts who said, ‘I’m sorry, but we don’t want you…because if MIT and Harvard diagnoses or identifies children at risk in kindergarten and we don’t have the resources to do anything about this, then parents will get really upset with us, and we would feel very guilty as well.’ ”\u003c/p>\n\u003cp>When this research becomes more definitive, it remains an open question whether more schools will take advantage of the brain science to test and offer intervention to kids much earlier. The researchers aren’t suggesting MRIs for every single kindergartner. But they say someday, if a child has a family history of dyslexia, and is showing early signs of reading trouble, a diagnostic brain scan may prove less costly than playing catch up after years of academic failure.\u003c/p>\n\u003cp>\u003cstrong>THE LEANING TOWER OF PISA - UPSIDE DOWN \u003c/strong>\u003c/p>\n\u003cp>Researchers already know early intervention can help many kids with dyslexia overcome some of their reading challenges. (Of course there’s a huge range of “dyslexia” and severity varies widely.)\u003c/p>\n\u003cp>One effective approach, called RAVE-O, was developed by \u003ca href=\"http://ase.tufts.edu/crlr/team/wolf.htm\" target=\"_blank\">Maryanne Wolf\u003c/a>, director of the Center for Reading and Language Research at Tufts University. In her office, Wolf picks up a plastic model of a brain and explains that many children with dyslexia appear to be processing reading information in the right hemisphere, which may be less effective for language tasks, whereas typical readers rely on brain circuitry in the left hemisphere for these functions.\u003c/p>\n\u003cp>RAVE-O seeks to work around this, and help kids gain “automaticity” in all aspects of language. It’s a toolkit of strategies to make explicit the critical connections between sounds, symbols, syntax and meaning while also infusing some levity in the process. Kids learn about the “am” family, for instance, with pictures of jelly “jam,” a guitarist “jamming” and a traffic “jam.”\u003c/p>\n\u003cp>But for Wolf, this topic isn’t just academic, it’s personal: Her first son has dyslexia. She recalls a moment, when, as a junior high-schooler, he returned from a trip to Italy. “[A]nd he said, ‘Mom, I just want you to see what I just drew from memory.’ I looked. It was a perfect picture of the leaning tower of Pisa — upside down. And I said, ‘Why did you do that?’ And he said, ‘It’s just easier for me to draw that way.’ ”\u003c/p>\n\u003cp>Wolf’s son is now a successful artist and sometimes she wonders whether that’s despite his dyslexia — or because of it. Indeed, a national movement has emerged to spotlight the unique attributes of the dyslexic brain. Writers like \u003ca href=\"http://www.amazon.com/David-Goliath-Underdogs-Misfits-Battling/dp/0316204366\" target=\"_blank\">Malcolm Gladwell\u003c/a> and others have explored the \u003ca href=\"http://www.nytimes.com/2012/02/05/opinion/sunday/the-upside-of-dyslexia.html\" target=\"_blank\">“upside of dyslexia”\u003c/a>, which can be marked by unusual problem-solving skills and outside-the-box thinking.\u003c/p>\n\u003cp>A few years back, for example, a widely reported study found that \u003ca href=\"http://www.nytimes.com/2007/12/05/business/worldbusiness/05iht-dyslexia.4.8602036.html\" target=\"_blank\">35 percent of U.S. entrepreneurs\u003c/a> identified themselves as dyslexic. Lists of celebrities with dyslexia, like Whoopi Goldberg and Henry Winkler, are becoming ubiquitous. And researchers, notably Sally and Bennett Shaywitz at the \u003ca href=\"http://dyslexia.yale.edu/index.html\" target=\"_blank\">Yale Center For Dyslexia and Creativity\u003c/a>, seek to emphasize the “sea of strengths” around dyslexia. (But even they write about the importance of accurate, precise diagnosis and early, evidence-based intervention.)\u003c/p>\n\u003cp>\u003cstrong>A MOTHER'S VIEW\u003c/strong>\u003c/p>\n\u003cp>Indeed, as a research subject — and a kid who’s changed schools many times to find teachers who “get” how he learns — Josh Thibeau, now at the\u003ca href=\"http://www.landmarkschool.org/\" target=\"_blank\"> Landmark School\u003c/a> in Pride’s Crossing, Mass., has a unique appreciation of his own brain.\u003c/p>\n\u003cp>“It’s been described to me as a library, and now I think of it as a maze that’s like constantly changing,” he says, “and hopefully, it’ll be just one straight line, that’s where I need to go, that’s the place I need, that’s the information that I need to extract.”\u003c/p>\n\u003cp>Still, for Josh’s mother, Janet Thibeau, there remains a sadness knowing her kids will never share her love of reading, and there’s no getting around the severe challenges that come with a learning disability.\u003c/p>\n\u003cp>“You see kids struggle and not get their needs met and you see them turning into teenagers who make bad or unsafe choices,” she says.\u003c/p>\n\u003cp>Thibeau says she certainly appreciates the resilience that can come from overcoming adversity. But, she says, the prospect of earlier intervention for far more children with dyslexia is also encouraging.\u003c/p>\n\u003cp>“It gives the entire community… parents, schools, an opportunity to just keep kids away from seeing themselves as not smart or worthless, and seeing them really reaching amazing potential,” she says. “These are really bright kids who are capable of a lot once those underlying weaknesses are met.”\u003c/p>\n\u003cp>\u003cem>A note on terminology:\u003c/em>\u003c/p>\n\u003cp>\u003cem>One problem that arises in talking about dyslexia is that not everyone uses the term “dyslexia,” and there is no one, standard definition. For instance, Elizabeth Norton of MIT explains: “The terms used to define reading difficulties are inconsistent. The state of Massachusetts and even federal education laws don’t use the term ‘dyslexia;’ instead, they use terms such as ‘specific learning disability in reading’ or ‘specific learning impairment.’ Some students may receive a more specific diagnosis of ‘dyslexia’ or “language-based learning disability” from an independent clinician. Further, the DSM 5 doesn’t include a definition of “dyslexia.”\u003c/em>\u003c/p>\n\u003cp>The Carroll School uses “language-based reading disability” and also dyslexia. The NIH refers to “developmental reading disorder” and “dyslexia” interchangeably.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "25 Books That Diversify Kids' Reading Lists This Summer",
"title": "25 Books That Diversify Kids' Reading Lists This Summer",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_36131\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36131\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/rubyswish_interior_2_custom-17275749f26375c2a24db3c02d03d97a847904e3-s40-c85-e1402097117962.jpg\" alt=\" 'Ruby in Ruby's Wish' is a determined protagonist any boy or girl can learn from. \" width=\"640\" height=\"376\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/rubyswish_interior_2_custom-17275749f26375c2a24db3c02d03d97a847904e3-s40-c85-e1402097117962.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/rubyswish_interior_2_custom-17275749f26375c2a24db3c02d03d97a847904e3-s40-c85-e1402097117962-400x235.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/rubyswish_interior_2_custom-17275749f26375c2a24db3c02d03d97a847904e3-s40-c85-e1402097117962-320x188.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Ruby in Ruby's Wish is a determined protagonist any boy or girl can learn from.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://www.npr.org/blogs/ed/2014/06/05/318539208/a-diverse-summerreading-list-for-kids\" target=\"_blank\">\u003cstrong>By Aly Seidel, NPR\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>In children's books, it can be easier to find talking pandas than characters of color.\u003c/p>\n\u003cp>Only \u003ca href=\"http://ccbc.education.wisc.edu/books/choiceintro13.asp\">six percent of children's books \u003c/a>published in 2012 featured diverse characters. Last Saturday, the first ever \u003ca href=\"http://www.thebookcon.com/\" target=\"_blank\">BookCon\u003c/a> in New York city came under severe scrutiny for featuring all-white speakers (and one Grumpy Cat). NPR's Bilal Qureshi \u003ca href=\"http://www.npr.org/blogs/codeswitch/2014/06/02/318098926/-weneeddiversebooks-campaign-comes-to-inaugural-bookcon\" target=\"_blank\">reported \u003c/a>on the controversy and the resulting hashtag campaign, #\u003ca href=\"https://twitter.com/search?q=%23WeNeedDiverseBooks&src=typd\" target=\"_blank\">WeNeedDiverseBooks\u003c/a>.\u003c/p>\n\u003cp>We asked around the NPR headquarters, checked out our library and compiled a list of books with authors hailing from around the world, including Korea, India and the South Dakota Sioux reservation.\u003c/p>\n\u003cp>These books tackle themes like international adoption, bi-racial families and cultural history, to name a few. Not all of the authors are minorities, but every book features a protagonist of color that children can point to and say, \"That's me!\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The Boy Who Didn't Believe in Spring \u003c/em>by Lucille Clifton\u003c/strong>\u003c/p>\n\u003cp>King Shabazz gets tired of everyone telling him that \"spring is right around the corner,\" so he and his friend Tony start turning street corners to chase this elusive spring — after putting their caps on backwards to show they mean business! \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/319090369/the-boy-who-didnt-believe-in-spring\" target=\"_blank\">here\u003c/a>. Ages 3-5)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Bravo, Chico Canta! Bravo! \u003c/strong>\u003c/em>\u003cstrong>by Pat Mora and Libby Martinez\u003c/strong>\u003cem>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A multilingual mouse and his family live upstairs in an old theater. They love to go to the plays and shout \"Bravo!\" when the curtain falls. But when Gato-Gato, the theater cat, finds them, Chico Canta must use his gift for languages to save his family. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319091660/bravo-chico-canta-bravo\" target=\"_blank\">here\u003c/a>. Ages 4-7)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Bringing Asha Home \u003c/em>by \u003cstrong>Uma Krishnaswami\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp>Arun can't wait for his little sister to come home — she's been adopted all the way from India. But India is far away and Asha's adoption frustratingly takes nearly a year. While waiting for their newest addition, Arun and his family find ways to welcome Asha into their hearts, even if she isn't in their home. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319102075/bringing-asha-home\" target=\"_blank\">here\u003c/a>. Ages 4-9)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Brush of the Gods \u003c/em>by Lenore Look\u003c/strong>\u003c/p>\n\u003cp>\"Brush of the Gods\" is about Wu Daozi, a famous seventh-century Chinese artist. The author imagines Wu Daozi as a young man trying to learn calligraphy, but when he sits down to write, he creates beautiful paintings instead! An imaginative tale that thoughtfully brings life to one of China's master painters. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/265722065/brush-of-the-gods\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>The Christmas Coat\u003c/strong>\u003cstrong>: \u003cem>Memories of My Sioux Childhood \u003c/em>\u003c/strong>\u003c/em>\u003cstrong>by Virginia Driving Hawk Sneve\u003c/strong>\u003c/p>\n\u003cp>As winter comes to Virginia's reservation, she can't wait for the charity boxes from the East, full of coats for the winter. However, her parents expect her to put other people's needs before her own and she is devastated when her classmate takes the rabbit fur coat that Virginia wanted. This is a story about selflessness and the spirit of Christmas. Winner of the American Indian Youth Literature Award. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/319093537/the-christmas-coat-memories-of-my-sioux-childhood\" target=\"_blank\">here\u003c/a>. Ages 5+)\u003c/em>\u003c/p>\n\u003cp>[contextly_sidebar id=\"e034149a400ac1f4c82c43e0121f1797\"]\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Come on, Rain! \u003c/em>by Karen Hesse\u003c/strong>\u003c/p>\n\u003cp>Summers in the city aren't always easy, and a blistering heat wave has settled in. When a storm finally rolls in to cool everyone down, Tess and her friends celebrate in the streets with swimsuits and no umbrellas. Any kid can relate to this easy read with beautiful illustrations. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/319094215/come-on-rain\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Corduroy \u003c/em>by Don Freeman\u003cbr>\n\u003c/strong>Race is incidental to this beloved 1968 tale about a stuffed bear and the girl who loves him. One ofSchool Library Journal's \"Top 100 Picture Books\" of all time (2012) and the National Education Association's \"Teachers' Top 100 Books for Children.\"\u003cem> (Find the book \u003ca href=\"http://www.npr.org/books/titles/319094452/corduroy\">here.\u003c/a> Ages 2-5)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Dumpling Soup\u003c/strong>\u003c/em>\u003cstrong> by Jama Kim Rattigan\u003c/strong>\u003c/p>\n\u003cp>This New Year's Eve, Marisa finally gets to help her family make the traditional meal, but she worries nobody will like her oddly-shaped dumplings. Each page has illustrations with lots of activity and feel-good themes. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/319094787/dumpling-soup\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>The Fortune-Tellers\u003c/strong>\u003c/em>\u003cstrong> by Lloyd Alexander\u003c/strong>\u003c/p>\n\u003cp>Set in Cameroon, the story follows a poor carpenter as he becomes a fortune teller who can't read fortunes. Both parents and children will laugh: children at the absurdity of the situation and parents at the crafty humor that goes over children's heads. You can spend more time looking at the complex, detailed illustrations than actually reading the book. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319095377/the-fortune-tellers\" target=\"_blank\">here\u003c/a>. Ages 3-5)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The Girl Who Loved Wild Horses\u003c/em> by Paul Goble\u003c/strong>\u003c/p>\n\u003cp>A young Native American girl has an almost sacred connection to the horses in her tribe. One day, an angry storm scares the horses while she dreams and they stampede, carrying her away. A story about community and identity, the art is stunning and poetic. Winner of the Caldecott Medal.\u003cem> \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319095594/the-girl-who-loved-wild-horses\" target=\"_blank\">here\u003c/a>. Ages 5-8)\u003c/em>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Grandfather's Journey \u003c/em>by Allen Say\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The author's grandfather travels to America and falls in love with the beauty of the country. He settles down in California and raises a family, but he feels homesick for Japan. However, when he moves back to Japan, he aches for America. It's an emotional tale with detailed and profound illustrations. Winner of Caldecott Medal. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319095683/grandfathers-journey\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The Hello, Goodbye Window \u003c/em>by Norton Juster\u003c/strong>\u003c/p>\n\u003cp>The kitchen window is this young girl's favorite place. It's where she checks the weather, says goodnight to the stars and — most importantly — where she first says hello to her Nanna and Poppy when she visits. The creative illustrations makes this a hit for grandchildren everywhere. Winner of the Caldecott Medal. (\u003cem>Find the book \u003ca href=\"npr.org/books/titles/319095862/the-hello-goodbye-window\" target=\"_blank\">here\u003c/a>. Ages 4+)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>How My Family Came to Be: Daddy, Papa and Me \u003c/em>by Andrew Aldrich\u003c/strong>\u003c/p>\n\u003cp>An African-American boy tells the story of how he was adopted by a white, gay couple. Humor and cartoon-like illustrations keep the mood light, while underlining the point that love is what brings family together. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319096068/how-my-family-came-to-be-daddy-papa-and-me\" target=\"_blank\">here\u003c/a>. Ages 4+)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>I'm in Charge of Celebrations \u003c/strong>\u003c/em>\u003cstrong>by Byrd Baylor\u003c/strong>\u003c/p>\n\u003cp>This story centers around a young Native American girl who creates her own celebrations, not just the ones school closes for. In one year, she created 108 celebrations for nature, herself and everything in between. \u003cem>\u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319096609/im-in-charge-of-celebrations\" target=\"_blank\">here\u003c/a>. Ages 6-9)\u003c/em>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003cem>Life Doesn't Frighten Me \u003c/em>\u003c/em>by Maya Angelou; edited by Sara Jane Boyers\u003c/strong>\u003c/p>\n\u003cp>Words: a poem by Angelou. Pictures: Jean-Michel Basquiat. The whole: sublime. Also includes brief biographies of each artist. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319097556/life-doesnt-frighten-me\">here\u003c/a>. Ages 2-8)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Marisol McDonald Doesn't Match \u003c/strong>\u003c/em>\u003cstrong>by Monica Brown\u003c/strong>\u003c/p>\n\u003cp>Marisol no combina — Marisol doesn't match. From her polka dot shirt and striped pants, down to her brown skin and red hair, Marisol is an assertive protagonist that likes her mismatched world. The book includes colorful illustrations and the text is in English and Spanish. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/250736604/marisol-mcdonald-doesnt-match-marisol-mcdonald-no-combina\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>My Name is Yoon \u003c/em>by Helen Recorvits\u003c/strong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Poor Yoon. In Korean, her written name looks like dancing figures, but in English, they're flat on the page. Her distaste for her English name is mirrored by her distaste for America, a place she barely understands. The story follows Yoon as she tries to find her name and sense of belonging. Winner of the Ezra Jack Keats New Illustrator Award and an American Library Association's Notable Children's Book. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319098583/my-name-is-yoon\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Niño Wrestles the World \u003c/strong>\u003c/em>\u003cstrong>by Yuyi Morales\u003c/strong>\u003c/p>\n\u003cp>This exciting, action-packed book focuses on Niño, an energetic young wrestler who only has one thing to fear — his sisters. With colorful illustrations, punchy typefaces and Spanish phrases throughout, this is a fun book for boys and girls alike. Just don't read it right before bed — no child can be expected to keep still after reading this exciting tale. Winner of the Pura Belpré award for illustrations. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319098935/ni-o-wrestles-the-world\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Ruby's Wish \u003c/strong>\u003c/em>\u003cstrong>by Shirin Yim Bridges\u003c/strong>\u003c/p>\n\u003cp>Ruby is determined to go to university, just like her brothers. But in turn-of-the-century China, this is an unprecedented move. This story reveals Ruby's tenacity, passion and dedication as she finds her way towards an education. Winner of \u003cem>Publishers Weekly\u003c/em> Best Children's Book and winner of the Ezra Jack Keats Award. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319099414/rubys-wish\" target=\"_blank\">here\u003c/a>. Ages 5-8)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The Snowy Day \u003c/em>by Ezra Jack Keats\u003c/strong>\u003c/p>\n\u003cp>This classic picture book, published in 1963, was the first to feature a young black hero--no overt racial themes, just a small boy enjoying his urban neighborhood. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/138111855/the-snowy-day\" target=\"_blank\">here.\u003c/a> Ages 0-5)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Tomás and the Library Lady \u003c/strong>\u003c/em>\u003cstrong>by Pat Mora\u003c/strong>\u003c/p>\n\u003cp>Based on the life story of Tomás Rivera, the son of Mexican migrant workers who grew up to become a chancellor in the University of California system, this story about the love of reading has illustrations reminiscent of Diego Rivera's murals. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319100645/tomas-and-the-library-lady\" target=\"_blank\">here\u003c/a>. Ages 2-6)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The Storyteller's Candle \u003c/em>by Lucia Gonzalez\u003c/strong>\u003c/p>\n\u003cp>It's 1929 and New York City is a cold place for cousins Hildamar and Santiago. They try to adjust, but fiercely miss Puerto Rico until their local librarian shows them community can be found anywhere. Written in both English and Spanish, this is a sweet story about finding where you belong. Winner of the Pura Belpré Award. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319100858/the-storytellers-candle-la-velita-de-los-cuentos\" target=\"_blank\">here\u003c/a>. Ages 6+)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Umbrella \u003c/em>by Taro Yashima\u003c/strong>\u003c/p>\n\u003cp>Momo can't wait for a rainy day so she can debut her birthday presents — red rain boots and an umbrella. It's a colorful book with striking illustrations that will have kids checking the weather every morning. A Caldecott Honor book\u003cem>. \u003cem>(Find the book \u003ca href=\"0140502408\" target=\"_blank\">here\u003c/a>. Ages 4+)\u003c/em>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>When the Shadbush Blooms \u003c/strong>\u003c/em>\u003cstrong>by Carla Messinger and Suzan\u003c/strong> \u003cstrong>Katz\u003c/strong>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>A Lenni Lenape girl spends her time imagining how her grandmother was a young girl too, doing all of the things she does now. The story takes place \"today and yesterday\", focusing on the customs that keep a family connected to each other. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/138275469/when-the-shadbush-blooms\" target=\"_blank\">here\u003c/a>. Ages 3-7)\u003c/em>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Yo! Yes? \u003c/strong>\u003c/em>\u003cstrong>by Chris Raschka\u003c/strong>\u003c/p>\n\u003cp>This book shows how friendships can form in less than 35 words. Two boys meet on the street and communicate in short, one- to two-word sentences. Readers must focus on the watercolor illustrations to fully understand the interactions. A Caldecott Honor book and an American Library Association's Notable Children's Book. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319101737/yo-yes\" target=\"_blank\">here\u003c/a>. Ages 4+)\u003c/em>\u003c/p>\n\u003cp>This is by no means a comprehensive list. A search of the #\u003ca href=\"https://twitter.com/search?src=typd&q=weneeddiversebooks\" target=\"_blank\">WeNeedDiverseBooks \u003c/a>and #\u003ca href=\"https://twitter.com/search?q=diversifyyourshelves&src=typd\" target=\"_blank\">DiversifyYourShelves \u003c/a>hashtag brought up some wonderful ideas, while our friends at \u003ca href=\"http://www.npr.org/2014/06/03/318471482/diverse-summer-reading-picks-for-kids\" target=\"_blank\">Tell Me More \u003c/a>featured guests with even more recommendations.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>KQED's \u003ca href=\"http://www.kqed.org/a/forum/R201403241000\" target=\"_blank\">Forum program discussed\u003c/a> other great diverse children's books too.\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003cem>\u003ca href=\"http://www.npr.org/blogs/ed/2014/06/05/318539208/a-diverse-summerreading-list-for-kids\" target=\"_blank\">This post\u003c/a> originally appeared on NPR. Copyright 2014 \u003ca href=\"http://www.npr.org\" target=\"_blank\">NPR\u003c/a>.\u003c/em>\u003c/div>\n\n",
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"excerpt": "In children's books, it can be easier to find talking pandas than characters of color. Here are 25 books with minority characters and authors to help diversify summer reading.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36131\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36131\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/rubyswish_interior_2_custom-17275749f26375c2a24db3c02d03d97a847904e3-s40-c85-e1402097117962.jpg\" alt=\" 'Ruby in Ruby's Wish' is a determined protagonist any boy or girl can learn from. \" width=\"640\" height=\"376\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/rubyswish_interior_2_custom-17275749f26375c2a24db3c02d03d97a847904e3-s40-c85-e1402097117962.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/rubyswish_interior_2_custom-17275749f26375c2a24db3c02d03d97a847904e3-s40-c85-e1402097117962-400x235.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/rubyswish_interior_2_custom-17275749f26375c2a24db3c02d03d97a847904e3-s40-c85-e1402097117962-320x188.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Ruby in Ruby's Wish is a determined protagonist any boy or girl can learn from.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://www.npr.org/blogs/ed/2014/06/05/318539208/a-diverse-summerreading-list-for-kids\" target=\"_blank\">\u003cstrong>By Aly Seidel, NPR\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>In children's books, it can be easier to find talking pandas than characters of color.\u003c/p>\n\u003cp>Only \u003ca href=\"http://ccbc.education.wisc.edu/books/choiceintro13.asp\">six percent of children's books \u003c/a>published in 2012 featured diverse characters. Last Saturday, the first ever \u003ca href=\"http://www.thebookcon.com/\" target=\"_blank\">BookCon\u003c/a> in New York city came under severe scrutiny for featuring all-white speakers (and one Grumpy Cat). NPR's Bilal Qureshi \u003ca href=\"http://www.npr.org/blogs/codeswitch/2014/06/02/318098926/-weneeddiversebooks-campaign-comes-to-inaugural-bookcon\" target=\"_blank\">reported \u003c/a>on the controversy and the resulting hashtag campaign, #\u003ca href=\"https://twitter.com/search?q=%23WeNeedDiverseBooks&src=typd\" target=\"_blank\">WeNeedDiverseBooks\u003c/a>.\u003c/p>\n\u003cp>We asked around the NPR headquarters, checked out our library and compiled a list of books with authors hailing from around the world, including Korea, India and the South Dakota Sioux reservation.\u003c/p>\n\u003cp>These books tackle themes like international adoption, bi-racial families and cultural history, to name a few. Not all of the authors are minorities, but every book features a protagonist of color that children can point to and say, \"That's me!\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The Boy Who Didn't Believe in Spring \u003c/em>by Lucille Clifton\u003c/strong>\u003c/p>\n\u003cp>King Shabazz gets tired of everyone telling him that \"spring is right around the corner,\" so he and his friend Tony start turning street corners to chase this elusive spring — after putting their caps on backwards to show they mean business! \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/319090369/the-boy-who-didnt-believe-in-spring\" target=\"_blank\">here\u003c/a>. Ages 3-5)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Bravo, Chico Canta! Bravo! \u003c/strong>\u003c/em>\u003cstrong>by Pat Mora and Libby Martinez\u003c/strong>\u003cem>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A multilingual mouse and his family live upstairs in an old theater. They love to go to the plays and shout \"Bravo!\" when the curtain falls. But when Gato-Gato, the theater cat, finds them, Chico Canta must use his gift for languages to save his family. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319091660/bravo-chico-canta-bravo\" target=\"_blank\">here\u003c/a>. Ages 4-7)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Bringing Asha Home \u003c/em>by \u003cstrong>Uma Krishnaswami\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp>Arun can't wait for his little sister to come home — she's been adopted all the way from India. But India is far away and Asha's adoption frustratingly takes nearly a year. While waiting for their newest addition, Arun and his family find ways to welcome Asha into their hearts, even if she isn't in their home. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319102075/bringing-asha-home\" target=\"_blank\">here\u003c/a>. Ages 4-9)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Brush of the Gods \u003c/em>by Lenore Look\u003c/strong>\u003c/p>\n\u003cp>\"Brush of the Gods\" is about Wu Daozi, a famous seventh-century Chinese artist. The author imagines Wu Daozi as a young man trying to learn calligraphy, but when he sits down to write, he creates beautiful paintings instead! An imaginative tale that thoughtfully brings life to one of China's master painters. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/265722065/brush-of-the-gods\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>The Christmas Coat\u003c/strong>\u003cstrong>: \u003cem>Memories of My Sioux Childhood \u003c/em>\u003c/strong>\u003c/em>\u003cstrong>by Virginia Driving Hawk Sneve\u003c/strong>\u003c/p>\n\u003cp>As winter comes to Virginia's reservation, she can't wait for the charity boxes from the East, full of coats for the winter. However, her parents expect her to put other people's needs before her own and she is devastated when her classmate takes the rabbit fur coat that Virginia wanted. This is a story about selflessness and the spirit of Christmas. Winner of the American Indian Youth Literature Award. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/319093537/the-christmas-coat-memories-of-my-sioux-childhood\" target=\"_blank\">here\u003c/a>. Ages 5+)\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Come on, Rain! \u003c/em>by Karen Hesse\u003c/strong>\u003c/p>\n\u003cp>Summers in the city aren't always easy, and a blistering heat wave has settled in. When a storm finally rolls in to cool everyone down, Tess and her friends celebrate in the streets with swimsuits and no umbrellas. Any kid can relate to this easy read with beautiful illustrations. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/319094215/come-on-rain\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Corduroy \u003c/em>by Don Freeman\u003cbr>\n\u003c/strong>Race is incidental to this beloved 1968 tale about a stuffed bear and the girl who loves him. One ofSchool Library Journal's \"Top 100 Picture Books\" of all time (2012) and the National Education Association's \"Teachers' Top 100 Books for Children.\"\u003cem> (Find the book \u003ca href=\"http://www.npr.org/books/titles/319094452/corduroy\">here.\u003c/a> Ages 2-5)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Dumpling Soup\u003c/strong>\u003c/em>\u003cstrong> by Jama Kim Rattigan\u003c/strong>\u003c/p>\n\u003cp>This New Year's Eve, Marisa finally gets to help her family make the traditional meal, but she worries nobody will like her oddly-shaped dumplings. Each page has illustrations with lots of activity and feel-good themes. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/319094787/dumpling-soup\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>The Fortune-Tellers\u003c/strong>\u003c/em>\u003cstrong> by Lloyd Alexander\u003c/strong>\u003c/p>\n\u003cp>Set in Cameroon, the story follows a poor carpenter as he becomes a fortune teller who can't read fortunes. Both parents and children will laugh: children at the absurdity of the situation and parents at the crafty humor that goes over children's heads. You can spend more time looking at the complex, detailed illustrations than actually reading the book. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319095377/the-fortune-tellers\" target=\"_blank\">here\u003c/a>. Ages 3-5)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The Girl Who Loved Wild Horses\u003c/em> by Paul Goble\u003c/strong>\u003c/p>\n\u003cp>A young Native American girl has an almost sacred connection to the horses in her tribe. One day, an angry storm scares the horses while she dreams and they stampede, carrying her away. A story about community and identity, the art is stunning and poetic. Winner of the Caldecott Medal.\u003cem> \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319095594/the-girl-who-loved-wild-horses\" target=\"_blank\">here\u003c/a>. Ages 5-8)\u003c/em>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Grandfather's Journey \u003c/em>by Allen Say\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The author's grandfather travels to America and falls in love with the beauty of the country. He settles down in California and raises a family, but he feels homesick for Japan. However, when he moves back to Japan, he aches for America. It's an emotional tale with detailed and profound illustrations. Winner of Caldecott Medal. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319095683/grandfathers-journey\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The Hello, Goodbye Window \u003c/em>by Norton Juster\u003c/strong>\u003c/p>\n\u003cp>The kitchen window is this young girl's favorite place. It's where she checks the weather, says goodnight to the stars and — most importantly — where she first says hello to her Nanna and Poppy when she visits. The creative illustrations makes this a hit for grandchildren everywhere. Winner of the Caldecott Medal. (\u003cem>Find the book \u003ca href=\"npr.org/books/titles/319095862/the-hello-goodbye-window\" target=\"_blank\">here\u003c/a>. Ages 4+)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>How My Family Came to Be: Daddy, Papa and Me \u003c/em>by Andrew Aldrich\u003c/strong>\u003c/p>\n\u003cp>An African-American boy tells the story of how he was adopted by a white, gay couple. Humor and cartoon-like illustrations keep the mood light, while underlining the point that love is what brings family together. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319096068/how-my-family-came-to-be-daddy-papa-and-me\" target=\"_blank\">here\u003c/a>. Ages 4+)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>I'm in Charge of Celebrations \u003c/strong>\u003c/em>\u003cstrong>by Byrd Baylor\u003c/strong>\u003c/p>\n\u003cp>This story centers around a young Native American girl who creates her own celebrations, not just the ones school closes for. In one year, she created 108 celebrations for nature, herself and everything in between. \u003cem>\u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319096609/im-in-charge-of-celebrations\" target=\"_blank\">here\u003c/a>. Ages 6-9)\u003c/em>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003cem>Life Doesn't Frighten Me \u003c/em>\u003c/em>by Maya Angelou; edited by Sara Jane Boyers\u003c/strong>\u003c/p>\n\u003cp>Words: a poem by Angelou. Pictures: Jean-Michel Basquiat. The whole: sublime. Also includes brief biographies of each artist. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319097556/life-doesnt-frighten-me\">here\u003c/a>. Ages 2-8)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Marisol McDonald Doesn't Match \u003c/strong>\u003c/em>\u003cstrong>by Monica Brown\u003c/strong>\u003c/p>\n\u003cp>Marisol no combina — Marisol doesn't match. From her polka dot shirt and striped pants, down to her brown skin and red hair, Marisol is an assertive protagonist that likes her mismatched world. The book includes colorful illustrations and the text is in English and Spanish. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/250736604/marisol-mcdonald-doesnt-match-marisol-mcdonald-no-combina\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>My Name is Yoon \u003c/em>by Helen Recorvits\u003c/strong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Poor Yoon. In Korean, her written name looks like dancing figures, but in English, they're flat on the page. Her distaste for her English name is mirrored by her distaste for America, a place she barely understands. The story follows Yoon as she tries to find her name and sense of belonging. Winner of the Ezra Jack Keats New Illustrator Award and an American Library Association's Notable Children's Book. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319098583/my-name-is-yoon\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Niño Wrestles the World \u003c/strong>\u003c/em>\u003cstrong>by Yuyi Morales\u003c/strong>\u003c/p>\n\u003cp>This exciting, action-packed book focuses on Niño, an energetic young wrestler who only has one thing to fear — his sisters. With colorful illustrations, punchy typefaces and Spanish phrases throughout, this is a fun book for boys and girls alike. Just don't read it right before bed — no child can be expected to keep still after reading this exciting tale. Winner of the Pura Belpré award for illustrations. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319098935/ni-o-wrestles-the-world\" target=\"_blank\">here\u003c/a>. Ages 4-8)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Ruby's Wish \u003c/strong>\u003c/em>\u003cstrong>by Shirin Yim Bridges\u003c/strong>\u003c/p>\n\u003cp>Ruby is determined to go to university, just like her brothers. But in turn-of-the-century China, this is an unprecedented move. This story reveals Ruby's tenacity, passion and dedication as she finds her way towards an education. Winner of \u003cem>Publishers Weekly\u003c/em> Best Children's Book and winner of the Ezra Jack Keats Award. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319099414/rubys-wish\" target=\"_blank\">here\u003c/a>. Ages 5-8)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The Snowy Day \u003c/em>by Ezra Jack Keats\u003c/strong>\u003c/p>\n\u003cp>This classic picture book, published in 1963, was the first to feature a young black hero--no overt racial themes, just a small boy enjoying his urban neighborhood. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/138111855/the-snowy-day\" target=\"_blank\">here.\u003c/a> Ages 0-5)\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Tomás and the Library Lady \u003c/strong>\u003c/em>\u003cstrong>by Pat Mora\u003c/strong>\u003c/p>\n\u003cp>Based on the life story of Tomás Rivera, the son of Mexican migrant workers who grew up to become a chancellor in the University of California system, this story about the love of reading has illustrations reminiscent of Diego Rivera's murals. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319100645/tomas-and-the-library-lady\" target=\"_blank\">here\u003c/a>. Ages 2-6)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The Storyteller's Candle \u003c/em>by Lucia Gonzalez\u003c/strong>\u003c/p>\n\u003cp>It's 1929 and New York City is a cold place for cousins Hildamar and Santiago. They try to adjust, but fiercely miss Puerto Rico until their local librarian shows them community can be found anywhere. Written in both English and Spanish, this is a sweet story about finding where you belong. Winner of the Pura Belpré Award. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319100858/the-storytellers-candle-la-velita-de-los-cuentos\" target=\"_blank\">here\u003c/a>. Ages 6+)\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Umbrella \u003c/em>by Taro Yashima\u003c/strong>\u003c/p>\n\u003cp>Momo can't wait for a rainy day so she can debut her birthday presents — red rain boots and an umbrella. It's a colorful book with striking illustrations that will have kids checking the weather every morning. A Caldecott Honor book\u003cem>. \u003cem>(Find the book \u003ca href=\"0140502408\" target=\"_blank\">here\u003c/a>. Ages 4+)\u003c/em>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>When the Shadbush Blooms \u003c/strong>\u003c/em>\u003cstrong>by Carla Messinger and Suzan\u003c/strong> \u003cstrong>Katz\u003c/strong>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>A Lenni Lenape girl spends her time imagining how her grandmother was a young girl too, doing all of the things she does now. The story takes place \"today and yesterday\", focusing on the customs that keep a family connected to each other. \u003cem>(Find the book \u003ca href=\"http://www.npr.org/books/titles/138275469/when-the-shadbush-blooms\" target=\"_blank\">here\u003c/a>. Ages 3-7)\u003c/em>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Yo! Yes? \u003c/strong>\u003c/em>\u003cstrong>by Chris Raschka\u003c/strong>\u003c/p>\n\u003cp>This book shows how friendships can form in less than 35 words. Two boys meet on the street and communicate in short, one- to two-word sentences. Readers must focus on the watercolor illustrations to fully understand the interactions. A Caldecott Honor book and an American Library Association's Notable Children's Book. \u003cem>(Find the book \u003ca href=\"npr.org/books/titles/319101737/yo-yes\" target=\"_blank\">here\u003c/a>. Ages 4+)\u003c/em>\u003c/p>\n\u003cp>This is by no means a comprehensive list. A search of the #\u003ca href=\"https://twitter.com/search?src=typd&q=weneeddiversebooks\" target=\"_blank\">WeNeedDiverseBooks \u003c/a>and #\u003ca href=\"https://twitter.com/search?q=diversifyyourshelves&src=typd\" target=\"_blank\">DiversifyYourShelves \u003c/a>hashtag brought up some wonderful ideas, while our friends at \u003ca href=\"http://www.npr.org/2014/06/03/318471482/diverse-summer-reading-picks-for-kids\" target=\"_blank\">Tell Me More \u003c/a>featured guests with even more recommendations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>KQED's \u003ca href=\"http://www.kqed.org/a/forum/R201403241000\" target=\"_blank\">Forum program discussed\u003c/a> other great diverse children's books too.\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003cem>\u003ca href=\"http://www.npr.org/blogs/ed/2014/06/05/318539208/a-diverse-summerreading-list-for-kids\" target=\"_blank\">This post\u003c/a> originally appeared on NPR. Copyright 2014 \u003ca href=\"http://www.npr.org\" target=\"_blank\">NPR\u003c/a>.\u003c/em>\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/absorbed-in-reading.jpg\">\u003cimg class=\"aligncenter size-full wp-image-35647\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/absorbed-in-reading.jpg\" alt=\"absorbed-in-reading\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/absorbed-in-reading.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/absorbed-in-reading-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/absorbed-in-reading-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>By Jennifer Ludden\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">\u003cem>Harry Potter\u003c/em> and \u003cem>The Hunger Games\u003c/em> haven't been big hits for nothing. Lots of teens and adolescents still read quite a lot.\u003c/p>\n\u003cp>But a roundup of studies, put together by the nonprofit Common Sense Media, shows a clear decline over time. Nearly half of 17-year-olds say they read for pleasure no more than one or two times a year — if that. That's way down from a decade ago.\u003c/p>\n\u003cp>From the \u003ca href=\"http://www.commonsensemedia.org/research/children-teens-and-reading\" target=\"_blank\">Common Sense Media release\u003c/a>:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>According to government studies, since 1984, the percent of 13-year-olds who are weekly readers went down from 70% to 53%, and the percent of 17-year-olds who are weekly readers went from 64% to 40%. The percent of 17-year-olds who never or hardly ever read tripled during this period, from 9% to 27%.\u003c/em>\u003c/p>\n\u003cp>The digital revolution means there are more platforms than ever to read on. And yet, the number of American teens reading for pleasure has dropped dramatically. Researchers are asking if there's a link.\u003c/p>\n\u003cp>[contextly_sidebar id=\"84647ff07272931a9dd30f685d2e243f\"]\u003c/p>\n\u003cp>Jim Steyer, CEO and founder of Common Sense Media, is one of them. He's been studying the impact of technology on children, and he finds the results striking — though not entirely shocking.\u003c/p>\n\u003cp>Steyer has four kids and has seen the trend most with his 16-year-old. \"I start to see it in our 10-year-old, as well, because he is less and less reading, and more and more attracted to some of the digital media platforms that he has access to, and that he did not have access to when he was, say, 6 or 7 years old,\" he says.\u003c/p>\n\u003cp>The studies do not say that kids are reading less because they're spending more time online. But Steyer is convinced that's at least part of the answer.\u003c/p>\n\u003cp>\"First of all, most children now have access to e-readers, or other smart electronic devices like phones and tablets,\" he says. \"And they're spending time on that. Numerous reports show the increasing use of new technology platforms by kids. It just strikes me as extremely logical that that's a big factor.\"\u003c/p>\n\u003cp>Jamahri Sydnor and Chiamaka Anosike are ninth-graders waiting for the bus outside Wilson High School in Washington, D.C. How do they relax?\u003c/p>\n\u003cp>\"I don't really read for pleasure,\" says Sydnor. \"Generally I talk on the phone. Or I watch Netflix shows, or Hulu shows, mostly TV. That's it.\"\u003c/p>\n\u003cp>\"I don't read for pleasure either, unless it's for a school assignment,\" says Anosike. \"I'm usually on my phone or watching TV, too.\"\u003c/p>\n\u003cp>Of course, some students say they love to read but have too much homework — or are swamped with sports.\u003c/p>\n\u003cp>Researchers want to know more about how teens are spending their time in the digital age. But Kathryn Zickuhr of the Pew Research Center says it's tricky. If a kid is looking at a book, you can assume he or she is reading. But when it comes to looking at a smartphone or tablet, who knows?\u003c/p>\n\u003cp>\"We've heard from middle and high school teachers that sometimes the Internet is wonderful for highly motivated students to do deep and expansive research,\" says Zickuhr. \"But on the flip side, obviously there are many distractions on the Internet.\"\u003c/p>\n\u003cp>Despite those distractions, Jim Steyer of Common Sense Media says, parents can do a lot to promote reading.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Kids with parents who read, who buy or take books out of the library for their kids, and who then set time aside in their kids' daily schedule for reading, tend to read the most,\" he says — whether it's on a book, an e-book or some other gadget.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/absorbed-in-reading.jpg\">\u003cimg class=\"aligncenter size-full wp-image-35647\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/absorbed-in-reading.jpg\" alt=\"absorbed-in-reading\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/absorbed-in-reading.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/absorbed-in-reading-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/absorbed-in-reading-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>By Jennifer Ludden\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">\u003cem>Harry Potter\u003c/em> and \u003cem>The Hunger Games\u003c/em> haven't been big hits for nothing. Lots of teens and adolescents still read quite a lot.\u003c/p>\n\u003cp>But a roundup of studies, put together by the nonprofit Common Sense Media, shows a clear decline over time. Nearly half of 17-year-olds say they read for pleasure no more than one or two times a year — if that. That's way down from a decade ago.\u003c/p>\n\u003cp>From the \u003ca href=\"http://www.commonsensemedia.org/research/children-teens-and-reading\" target=\"_blank\">Common Sense Media release\u003c/a>:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>According to government studies, since 1984, the percent of 13-year-olds who are weekly readers went down from 70% to 53%, and the percent of 17-year-olds who are weekly readers went from 64% to 40%. The percent of 17-year-olds who never or hardly ever read tripled during this period, from 9% to 27%.\u003c/em>\u003c/p>\n\u003cp>The digital revolution means there are more platforms than ever to read on. And yet, the number of American teens reading for pleasure has dropped dramatically. Researchers are asking if there's a link.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Jim Steyer, CEO and founder of Common Sense Media, is one of them. He's been studying the impact of technology on children, and he finds the results striking — though not entirely shocking.\u003c/p>\n\u003cp>Steyer has four kids and has seen the trend most with his 16-year-old. \"I start to see it in our 10-year-old, as well, because he is less and less reading, and more and more attracted to some of the digital media platforms that he has access to, and that he did not have access to when he was, say, 6 or 7 years old,\" he says.\u003c/p>\n\u003cp>The studies do not say that kids are reading less because they're spending more time online. But Steyer is convinced that's at least part of the answer.\u003c/p>\n\u003cp>\"First of all, most children now have access to e-readers, or other smart electronic devices like phones and tablets,\" he says. \"And they're spending time on that. Numerous reports show the increasing use of new technology platforms by kids. It just strikes me as extremely logical that that's a big factor.\"\u003c/p>\n\u003cp>Jamahri Sydnor and Chiamaka Anosike are ninth-graders waiting for the bus outside Wilson High School in Washington, D.C. How do they relax?\u003c/p>\n\u003cp>\"I don't really read for pleasure,\" says Sydnor. \"Generally I talk on the phone. Or I watch Netflix shows, or Hulu shows, mostly TV. That's it.\"\u003c/p>\n\u003cp>\"I don't read for pleasure either, unless it's for a school assignment,\" says Anosike. \"I'm usually on my phone or watching TV, too.\"\u003c/p>\n\u003cp>Of course, some students say they love to read but have too much homework — or are swamped with sports.\u003c/p>\n\u003cp>Researchers want to know more about how teens are spending their time in the digital age. But Kathryn Zickuhr of the Pew Research Center says it's tricky. If a kid is looking at a book, you can assume he or she is reading. But when it comes to looking at a smartphone or tablet, who knows?\u003c/p>\n\u003cp>\"We've heard from middle and high school teachers that sometimes the Internet is wonderful for highly motivated students to do deep and expansive research,\" says Zickuhr. \"But on the flip side, obviously there are many distractions on the Internet.\"\u003c/p>\n\u003cp>Despite those distractions, Jim Steyer of Common Sense Media says, parents can do a lot to promote reading.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Kids with parents who read, who buy or take books out of the library for their kids, and who then set time aside in their kids' daily schedule for reading, tend to read the most,\" he says — whether it's on a book, an e-book or some other gadget.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Why+Aren%27t+Teens+Reading+Like+They+Used+To%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why Kids Should Be Allowed to Act Out (Scenes) In Class",
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"content": "\u003cfigure id=\"attachment_35153\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35153\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/5350633605_3088f877b6_z-e1398095831568.jpg\" alt=\"5350633605_3088f877b6_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/5350633605_3088f877b6_z-e1398095831568.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/5350633605_3088f877b6_z-e1398095831568-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/5350633605_3088f877b6_z-e1398095831568-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Physically acting out a written text—as an actor would walk himself through the gestures and emotions of a soliloquy during rehearsal—is an effective way to \u003ca href=\"http://anniemurphypaul.com/2014/01/how-to-use-your-memory-the-way-actors-do/\" target=\"_blank\">commit that text to memory\u003c/a>. For adults, this process of enactment imbues abstract words with concrete meaning, fixing them more firmly in our minds.\u003c/p>\n\u003cp>For children, acting out words on the page can also yield benefits. Especially for beginning readers, physically moving objects or one’s own body can provide a crucial bridge between real-life people, things, and actions, and the printed words meant to represent them. Fluent readers take this correspondence for granted, but many children find it difficult to grasp.\u003c/p>\n\u003cp>In everyday life, after all, the words “dog” or “cup” are usually encountered when there’s an actual dog or cup around. But inside the pages of a book, words must be understood in the absence of such real-world “referents.” The research of Arthur Glenberg, a professor of psychology at Arizona State University, has demonstrated that when children are given the opportunity to act out a written text, their reading comprehension can actually \u003cem>double\u003c/em>.\u003c/p>\n\u003cp>In \u003ca href=\"http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=2004-18154-002\" target=\"_blank\">one\u003c/a> of his studies, Glenberg asked first- and second-graders to read stories about life on a farm. The children were also given farm-related toys, such as a miniature barn, tractor and cow. Half of the kids were directed to simply read the stories a second time. The other half were instructed to use the toys to act out what they were reading.\u003c/p>\n\u003cp>After reading the sentence “The farmer drove the tractor to the barn,” for example, the child would move the toy tractor over to the toy barn. Youngsters who acted out the sentences were better able to make inferences about the text, and they later remembered much more about the stories than those who merely reread them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In other \u003ca href=\"http://www.edweek.org/media/improvingreading-36read.pdf\" target=\"_blank\">studies\u003c/a>, Glenberg has found that the acting-out technique can help children solve word problems in math, too: elementary-school mathematics students who act out the text in word problems are more accurate in their calculations and more likely to reach the right answer. (In one such investigation, for example, students were asked to act out a zookeeper’s distribution of food to his animals while figuring out how many fish the hippos and alligators need.)\u003c/p>\n\u003cp>In these experiments, it seems that enacting the “story” told within the math problem helps students identify the information important for its solution: enacting made them 35 percent less likely to be distracted by irrelevant numbers or other details included in the problem.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Eventually, fluent readers become capable of “enacting” these scenarios in their heads (our brains appear always to be \u003ca href=\"http://anniemurphypaul.com/2014/04/what-happens-in-our-brains-as-we-read/\" target=\"_blank\">drawing on our experiences of bodily sensations and movements \u003c/a>as we read, creating mental simulations of the stories on the page). But while they’re still learning, less adept readers can benefit from seeing and feeling those printed words come to life under their hands.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35153\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35153\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/5350633605_3088f877b6_z-e1398095831568.jpg\" alt=\"5350633605_3088f877b6_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/5350633605_3088f877b6_z-e1398095831568.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/5350633605_3088f877b6_z-e1398095831568-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/5350633605_3088f877b6_z-e1398095831568-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Physically acting out a written text—as an actor would walk himself through the gestures and emotions of a soliloquy during rehearsal—is an effective way to \u003ca href=\"http://anniemurphypaul.com/2014/01/how-to-use-your-memory-the-way-actors-do/\" target=\"_blank\">commit that text to memory\u003c/a>. For adults, this process of enactment imbues abstract words with concrete meaning, fixing them more firmly in our minds.\u003c/p>\n\u003cp>For children, acting out words on the page can also yield benefits. Especially for beginning readers, physically moving objects or one’s own body can provide a crucial bridge between real-life people, things, and actions, and the printed words meant to represent them. Fluent readers take this correspondence for granted, but many children find it difficult to grasp.\u003c/p>\n\u003cp>In everyday life, after all, the words “dog” or “cup” are usually encountered when there’s an actual dog or cup around. But inside the pages of a book, words must be understood in the absence of such real-world “referents.” The research of Arthur Glenberg, a professor of psychology at Arizona State University, has demonstrated that when children are given the opportunity to act out a written text, their reading comprehension can actually \u003cem>double\u003c/em>.\u003c/p>\n\u003cp>In \u003ca href=\"http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=2004-18154-002\" target=\"_blank\">one\u003c/a> of his studies, Glenberg asked first- and second-graders to read stories about life on a farm. The children were also given farm-related toys, such as a miniature barn, tractor and cow. Half of the kids were directed to simply read the stories a second time. The other half were instructed to use the toys to act out what they were reading.\u003c/p>\n\u003cp>After reading the sentence “The farmer drove the tractor to the barn,” for example, the child would move the toy tractor over to the toy barn. Youngsters who acted out the sentences were better able to make inferences about the text, and they later remembered much more about the stories than those who merely reread them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In other \u003ca href=\"http://www.edweek.org/media/improvingreading-36read.pdf\" target=\"_blank\">studies\u003c/a>, Glenberg has found that the acting-out technique can help children solve word problems in math, too: elementary-school mathematics students who act out the text in word problems are more accurate in their calculations and more likely to reach the right answer. (In one such investigation, for example, students were asked to act out a zookeeper’s distribution of food to his animals while figuring out how many fish the hippos and alligators need.)\u003c/p>\n\u003cp>In these experiments, it seems that enacting the “story” told within the math problem helps students identify the information important for its solution: enacting made them 35 percent less likely to be distracted by irrelevant numbers or other details included in the problem.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Eventually, fluent readers become capable of “enacting” these scenarios in their heads (our brains appear always to be \u003ca href=\"http://anniemurphypaul.com/2014/04/what-happens-in-our-brains-as-we-read/\" target=\"_blank\">drawing on our experiences of bodily sensations and movements \u003c/a>as we read, creating mental simulations of the stories on the page). But while they’re still learning, less adept readers can benefit from seeing and feeling those printed words come to life under their hands.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Get Kids Hooked on Nonfiction Books This Summer",
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"content": "\u003cfigure id=\"attachment_29950\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29950\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/157716329.jpg\" alt=\"157716329\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/157716329.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/157716329-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/157716329-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The long hot days of summer are the perfect time for kids to hone their knowledge of the wizard world, King Arthur’s court or the magical land of Narnia. And while many \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/ready-set-read-summer-fiction-ideas-for-kids-of-all-ages/\">summer reading lists\u003c/a> are sent home with the hope that students will bone up on fiction during the dog days, reading nonfiction can be just as beneficial -- and just as exciting -- as a great novel. And though some kids might balk at choosing to read a “science” book for summer fun, children’s author Vicki Cobb says that’s only because they haven’t been exposed to the right books.\u003c/p>\n\u003cp dir=\"ltr\">In an effort to put more high-quality nonfiction into students’ hands, Cobb has created the \u003ca href=\"http://inkthinktank.com/\">iNK Think Tank\u003c/a>, an organization of award-winning children’s authors who write Common Core-aligned nonfiction books for kids of all ages. (During the school year, iNK will even bring the authors to classrooms, via videoconference, to discuss their books directly with students.) For summer science reading, Cobb wants students to know about true stories that contain both captivating stories \u003cem>and\u003c/em> science themes.\u003c/p>\n\u003cp dir=\"ltr\">“There are many science books that are narratives and biographies that are fascinating,” Cobb said. “Tanya Stone’s \u003cem>Almost Astronauts\u003c/em> tells the story of the first women who trained along with the men for the Mercury program, but never got to fly. And Deborah Heiligman’s \u003cem>Charles and Emma\u003c/em> tells the love story between Charles Darwin and his wife Emma, who was deeply religious. Darwin dragged his feet in publishing \u003cem>Origin of the Species\u003c/em> because he had to write it so that it wouldn’t offend his wife’s religious beliefs.”\u003c/p>\n\u003cp>Cobb notes that great nonfiction writers employ the same literary devices as fiction writers, with a definitive advantage: every word is true. “There is no invented dialogue or sugar-coating by anthropomorphizing subject matter. But literary devices, including poetry, foreshadowing, irony, and metaphor, are all present.”\u003c/p>\n\u003cp>Yet iNK Think Tank’s efforts to increase children’s nonfiction diets are in sharp contrast to what kids are consuming: according to a\u003ca href=\"http://kff.org/other/event/generation-m2-media-in-the-lives-of/\"> 2010 study\u003c/a> by the Kaiser Family Foundation, children spend about four minutes a day reading nonfiction, and Publisher’s Weekly reported that, last year, kids bought \u003ca href=\"http://www.publishersweekly.com/pw/by-topic/industry-news/financial-reporting/article/53112-industry-sales-pegged-at-27-2-billion.html\">four times more fiction than nonfiction\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Cobb says kids don’t read as much nonfiction because teachers and parents don’t know where to find the good stuff - a large reason why she started iNK. And, after getting good books to parents and teachers, Cobb says it’s important to realize that some science books need to be read differently than plopping down with a novel. For example, in one middle-school book about sound, \u003ca href=\"http://educationupdate.com/vickicobb/2012/12/reading-to-think-like-a-scientist.html\">“Bangs and Twangs,” \u003c/a>Cobb encourages readers to stop periodically and try out certain concepts, from making noise with their bodies to producing sound with household objects. “Science is not about passive reading,” she writes. “It’s all about active involvement. In other words, following this book models the behavior of scientists.”\u003c/p>\n\u003cdiv class=\"lcp_catlist aside half left cats-by-2\">\n\u003ch2 class=\"feat-title\">More Summer Learning Ideas\u003c/h2>\n\u003cp>[catlist categorypage=\"yes\" numberposts=\"5\" thumbnail=\"yes\" excludeposts=\"this\" class=\"\" title_tag=\"h3\" title_class=\"post-title\" thumbnail_class=\"thumbnail\"]\u003c/p>\n\u003c/div>\n\u003cp>Consuming true stories might also be beneficial to kids’ academic growth. Reading nonfiction builds students’ background knowledge, which is essential to reading comprehension, according to CitizenshipFirst Executive Director (and former Core Knowledge Communications Director) Robert Pondiscio. So much nonfiction is included in the Common Core State Standards, he said, in part because “building knowledge \u003cem>is\u003c/em> building literacy.” Comprehension requires that the reader know something about what she’s reading.\u003c/p>\n\u003cp>“Speakers and readers assume a shared body of vocabulary and background knowledge. When there are gaps in knowledge and vocabulary, comprehension breaks down,” Pondiscio said. “In short, lots of nonfiction means lots of background knowledge. And that enhances kids' abilities to make correct inferences and contextualize accurately when they read.”\u003c/p>\n\u003cp>Both Pondiscio and Cobb mention that one benefit of reading nonfiction is that it helps kids look outward, not inward, and science-based nonfiction is a great way to learn about the world. Pondiscio said kids might perceive nonfiction as not quite as exciting as fiction because humans are “hardwired for narrative,” but that the history of civilization and progress, from history to science and technology, is a true story but also a grand narrative, “and we should teach it that way.”\u003c/p>\n\u003cp>So what should young scientists read this summer? Cobb has included a list of iNK Think Tank’s \u003ca href=\"http://inkthinktank.com/ink-thinkers\">favorite science books\u003c/a> below (including her own) -- science biographies and narratives, plus some books full of experiments. Cobb suggests finding books that connect experiments with what kids already know about life and nature - otherwise they might incur what she calls “the ‘so what?’ factor.” Good science activity books ask questions, Cobb said, and give procedures for open-ended discovery, “so that the thinking child can continue the quest afterwards.”\u003c/p>\n\u003cp>\u003cstrong>Grades K-3\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Rah, Rah, Radishes!\u003c/em> by April Sayre\u003c/p>\n\u003cp>\u003cem>I Get Wet,\u003c/em> by Vicki Cobb\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>The Beetle Book\u003c/em>, by Steve Jenkins\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>If You Hopped Like a Frog,\u003c/em> by David M. Schwartz\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>From Caterpillar to Butterfly,\u003c/em> by Deborah Heiligman\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Will It Blow? Become a Volcano Detective at Mount St. Helens\u003c/em>, by Elizabeth Rusch\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>All in Just One Cookie\u003c/em>, by Susan Goodman\u003c/p>\n\u003cp> \u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>Grades 4-8\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Lizards,\u003c/em> by Sneed B. Collard III\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>The Frog Scientist\u003c/em>, by Pamela Turner\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Bug Shots: The Good, the Bad and the Bugly,\u003c/em> by Alexandr Siy’s\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>A Life in the Wild: George Shaller’s Struggle to Save the Last Great Beasts\u003c/em>, by Pamela Turner\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Genius: A Photobiography of Albert Einstein\u003c/em>, by Marfé Ferguson Delano\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>A Whale Biologist at Work\u003c/em>, by Sneed Collard\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Charles and Emma: The Darwins’ Leap of Faith\u003c/em>, by Deborah Heiligman\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>For the Birds: The Life of Roger Tory Peterson\u003c/em>, by Peggy Thomas\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>How Ben Franklin Stole the Lightning\u003c/em>, by Rosalyn Schanzer,\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Marie Curie: a Photographic Story of a Life\u003c/em>, by Vicki Cobb.\u003c/p>\n\u003cp dir=\"ltr\">Some books combine Science with Social Studies:\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Almost Astronauts: 13 Women who Dared to Dream\u003c/em>, by Tanya Lee Stone\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>The Buffalo and the Indians,\u003c/em> by Dorothy Hinshaw Patent\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>What Darwin Saw: The Journey That Changed the World\u003c/em>, by Rosalyn Schanzer\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Everglades Forever: Restoring American’s Great Wetland\u003c/em>, by Trish Marx,\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Monteverde: Science and Scientists in a Costa Rican Cloud Forest\u003c/em>, by Dorothy Hinshaw Patent.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>Grades 9-12:\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">Good examples of books suitable for high school readers as well as middle school students:\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Biodiversity\u003c/em>, by Dorothy Hinshaw Patent\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Cars on Mars: Roving the Red Planet\u003c/em>, by Alexandra Siy\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>The Head Bone’s Connected to the Neck Bone: The Weird, Wacky and Wonderful X-ray\u003c/em>, by Carla McClafferty\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Bomb: The Race to Build—and Steal—the World’s Most Dangerous Weapon\u003c/em>, by Steve Sheinkin.\u003c/p>\n\n",
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"excerpt": "The long hot days of summer are the perfect time for kids to hone their knowledge of the wizard world, King Arthur’s court or the magical land of Narnia. And while many summer reading lists are sent home with the hope that students will bone up on fiction during the dog days, reading nonfiction can be just as beneficial -- and just as exciting -- as a great novel. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29950\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29950\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/157716329.jpg\" alt=\"157716329\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/157716329.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/157716329-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/157716329-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The long hot days of summer are the perfect time for kids to hone their knowledge of the wizard world, King Arthur’s court or the magical land of Narnia. And while many \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/ready-set-read-summer-fiction-ideas-for-kids-of-all-ages/\">summer reading lists\u003c/a> are sent home with the hope that students will bone up on fiction during the dog days, reading nonfiction can be just as beneficial -- and just as exciting -- as a great novel. And though some kids might balk at choosing to read a “science” book for summer fun, children’s author Vicki Cobb says that’s only because they haven’t been exposed to the right books.\u003c/p>\n\u003cp dir=\"ltr\">In an effort to put more high-quality nonfiction into students’ hands, Cobb has created the \u003ca href=\"http://inkthinktank.com/\">iNK Think Tank\u003c/a>, an organization of award-winning children’s authors who write Common Core-aligned nonfiction books for kids of all ages. (During the school year, iNK will even bring the authors to classrooms, via videoconference, to discuss their books directly with students.) For summer science reading, Cobb wants students to know about true stories that contain both captivating stories \u003cem>and\u003c/em> science themes.\u003c/p>\n\u003cp dir=\"ltr\">“There are many science books that are narratives and biographies that are fascinating,” Cobb said. “Tanya Stone’s \u003cem>Almost Astronauts\u003c/em> tells the story of the first women who trained along with the men for the Mercury program, but never got to fly. And Deborah Heiligman’s \u003cem>Charles and Emma\u003c/em> tells the love story between Charles Darwin and his wife Emma, who was deeply religious. Darwin dragged his feet in publishing \u003cem>Origin of the Species\u003c/em> because he had to write it so that it wouldn’t offend his wife’s religious beliefs.”\u003c/p>\n\u003cp>Cobb notes that great nonfiction writers employ the same literary devices as fiction writers, with a definitive advantage: every word is true. “There is no invented dialogue or sugar-coating by anthropomorphizing subject matter. But literary devices, including poetry, foreshadowing, irony, and metaphor, are all present.”\u003c/p>\n\u003cp>Yet iNK Think Tank’s efforts to increase children’s nonfiction diets are in sharp contrast to what kids are consuming: according to a\u003ca href=\"http://kff.org/other/event/generation-m2-media-in-the-lives-of/\"> 2010 study\u003c/a> by the Kaiser Family Foundation, children spend about four minutes a day reading nonfiction, and Publisher’s Weekly reported that, last year, kids bought \u003ca href=\"http://www.publishersweekly.com/pw/by-topic/industry-news/financial-reporting/article/53112-industry-sales-pegged-at-27-2-billion.html\">four times more fiction than nonfiction\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Cobb says kids don’t read as much nonfiction because teachers and parents don’t know where to find the good stuff - a large reason why she started iNK. And, after getting good books to parents and teachers, Cobb says it’s important to realize that some science books need to be read differently than plopping down with a novel. For example, in one middle-school book about sound, \u003ca href=\"http://educationupdate.com/vickicobb/2012/12/reading-to-think-like-a-scientist.html\">“Bangs and Twangs,” \u003c/a>Cobb encourages readers to stop periodically and try out certain concepts, from making noise with their bodies to producing sound with household objects. “Science is not about passive reading,” she writes. “It’s all about active involvement. In other words, following this book models the behavior of scientists.”\u003c/p>\n\u003cdiv class=\"lcp_catlist aside half left cats-by-2\">\n\u003ch2 class=\"feat-title\">More Summer Learning Ideas\u003c/h2>\n\u003cp>[catlist categorypage=\"yes\" numberposts=\"5\" thumbnail=\"yes\" excludeposts=\"this\" class=\"\" title_tag=\"h3\" title_class=\"post-title\" thumbnail_class=\"thumbnail\"]\u003c/p>\n\u003c/div>\n\u003cp>Consuming true stories might also be beneficial to kids’ academic growth. Reading nonfiction builds students’ background knowledge, which is essential to reading comprehension, according to CitizenshipFirst Executive Director (and former Core Knowledge Communications Director) Robert Pondiscio. So much nonfiction is included in the Common Core State Standards, he said, in part because “building knowledge \u003cem>is\u003c/em> building literacy.” Comprehension requires that the reader know something about what she’s reading.\u003c/p>\n\u003cp>“Speakers and readers assume a shared body of vocabulary and background knowledge. When there are gaps in knowledge and vocabulary, comprehension breaks down,” Pondiscio said. “In short, lots of nonfiction means lots of background knowledge. And that enhances kids' abilities to make correct inferences and contextualize accurately when they read.”\u003c/p>\n\u003cp>Both Pondiscio and Cobb mention that one benefit of reading nonfiction is that it helps kids look outward, not inward, and science-based nonfiction is a great way to learn about the world. Pondiscio said kids might perceive nonfiction as not quite as exciting as fiction because humans are “hardwired for narrative,” but that the history of civilization and progress, from history to science and technology, is a true story but also a grand narrative, “and we should teach it that way.”\u003c/p>\n\u003cp>So what should young scientists read this summer? Cobb has included a list of iNK Think Tank’s \u003ca href=\"http://inkthinktank.com/ink-thinkers\">favorite science books\u003c/a> below (including her own) -- science biographies and narratives, plus some books full of experiments. Cobb suggests finding books that connect experiments with what kids already know about life and nature - otherwise they might incur what she calls “the ‘so what?’ factor.” Good science activity books ask questions, Cobb said, and give procedures for open-ended discovery, “so that the thinking child can continue the quest afterwards.”\u003c/p>\n\u003cp>\u003cstrong>Grades K-3\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Rah, Rah, Radishes!\u003c/em> by April Sayre\u003c/p>\n\u003cp>\u003cem>I Get Wet,\u003c/em> by Vicki Cobb\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>The Beetle Book\u003c/em>, by Steve Jenkins\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>If You Hopped Like a Frog,\u003c/em> by David M. Schwartz\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>From Caterpillar to Butterfly,\u003c/em> by Deborah Heiligman\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Will It Blow? Become a Volcano Detective at Mount St. Helens\u003c/em>, by Elizabeth Rusch\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>All in Just One Cookie\u003c/em>, by Susan Goodman\u003c/p>\n\u003cp> \u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>Grades 4-8\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Lizards,\u003c/em> by Sneed B. Collard III\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>The Frog Scientist\u003c/em>, by Pamela Turner\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Bug Shots: The Good, the Bad and the Bugly,\u003c/em> by Alexandr Siy’s\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>A Life in the Wild: George Shaller’s Struggle to Save the Last Great Beasts\u003c/em>, by Pamela Turner\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Genius: A Photobiography of Albert Einstein\u003c/em>, by Marfé Ferguson Delano\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>A Whale Biologist at Work\u003c/em>, by Sneed Collard\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Charles and Emma: The Darwins’ Leap of Faith\u003c/em>, by Deborah Heiligman\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>For the Birds: The Life of Roger Tory Peterson\u003c/em>, by Peggy Thomas\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>How Ben Franklin Stole the Lightning\u003c/em>, by Rosalyn Schanzer,\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Marie Curie: a Photographic Story of a Life\u003c/em>, by Vicki Cobb.\u003c/p>\n\u003cp dir=\"ltr\">Some books combine Science with Social Studies:\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Almost Astronauts: 13 Women who Dared to Dream\u003c/em>, by Tanya Lee Stone\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>The Buffalo and the Indians,\u003c/em> by Dorothy Hinshaw Patent\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>What Darwin Saw: The Journey That Changed the World\u003c/em>, by Rosalyn Schanzer\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Everglades Forever: Restoring American’s Great Wetland\u003c/em>, by Trish Marx,\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Monteverde: Science and Scientists in a Costa Rican Cloud Forest\u003c/em>, by Dorothy Hinshaw Patent.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>Grades 9-12:\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">Good examples of books suitable for high school readers as well as middle school students:\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Biodiversity\u003c/em>, by Dorothy Hinshaw Patent\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Cars on Mars: Roving the Red Planet\u003c/em>, by Alexandra Siy\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>The Head Bone’s Connected to the Neck Bone: The Weird, Wacky and Wonderful X-ray\u003c/em>, by Carla McClafferty\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Ready, Set, Read! Summer Fiction Ideas for Kids of All Ages",
"title": "Ready, Set, Read! Summer Fiction Ideas for Kids of All Ages",
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"content": "\u003cfigure id=\"attachment_29446\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29446\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/reading.jpg\" alt=\"reading\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/reading.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/reading-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/reading-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Prevent \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/74-creative-ways-to-stop-summer-brain-drain/\">summer brain drain\u003c/a>: that’s the reason many backpacks -- most likely laying in the same places they were joyfully dropped on the last day of school -- contain a rumpled, but hopefully not forgotten, summer reading list from school. Teachers and experts have long suggested that \u003ca href=\"http://www.rif.org/us/literacy-resources/articles/keeping-kids-off-the-summer-slide.htm\">reading over summer break\u003c/a> helps kids from losing everything they’ve learned over the school year. And new research shows that reading fiction especially might do more than serve kids academically - it may even make them better people.\u003c/p>\n\u003cp>Educator and author Jessica Lahey’s summer reading list for her seventh and eighth graders is packed with books that the teenagers will find “interesting but challenging.” One of Lahey’s summer favorites for eighth graders is Harper Lee’s classic \u003cem>To Kill a Mockingbird\u003c/em>, both for the stretch it gives kids in complexity and vocabulary as well as supplementing the \"easy\" summer reading they may do on their own. She also wants to prepare them to think about “bigger issues raised by the books” -- in this case the virtues and failings of the rich, complex characters.\u003c/p>\n\u003cp>Lahey has students write about the book when they get back to school in the fall, and wants them to choose a character and explore their virtues and faults, using examples from the text. “For example, Scout's sense of fierce sense of loyalty toward her family and her lack of temperance,” Lahey said. “As seen when she attacks Walter Cunningham on the playground because she felt he got her in trouble with the teacher.” While Lahey says her students study \u003cem>To Kill a Mockingbird\u003c/em> as part of a character education curriculum, she admits that the book makes great summer reading because its plot draws in teenagers, and the characters are faced with complex moral decisions.\u003c/p>\n\u003cp>Reading high-quality fiction may serve a larger purpose than preparing students for college and tests. Several recent studies show that reading great literature makes individuals more empathetic and more able to understand the world from another’s perspective, writes Annie Murphy Paul in \u003ca href=\"http://ideas.time.com/2013/06/03/why-we-should-read-literature/\">“Reading Literature Makes Us Smarter and Nicer.”\u003c/a> The results of the two studies Paul cites in the article, performed by Canadian psychologists Raymond Mar and Keith Oatley, were similar when applied to children: Raymond Mar’s \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0885201409000835\">study on preschoolers\u003c/a> showed that, even when controlled for age, gender, vocabulary and parent income, young children who were read more stories developed a stronger “theory of mind,” or the ability to imagine the beliefs and intentions of another.\u003c/p>\n\u003cdiv class=\"lcp_catlist aside half left cats-by-2\">\n\u003ch2 class=\"feat-title\">More Summer Learning Ideas\u003c/h2>\n\u003cp>[catlist categorypage=\"yes\" numberposts=\"5\" thumbnail=\"yes\" excludeposts=\"this\" class=\"\" title_tag=\"h3\" title_class=\"post-title\" thumbnail_class=\"thumbnail\"]\u003c/p>\n\u003c/div>\n\u003cp>Increasing empathy isn’t the only way fiction makes us better; in a \u003cem>New York Times\u003c/em> article on how the \u003ca href=\"http://www.nytimes.com/2012/03/18/opinion/sunday/the-neuroscience-of-your-brain-on-fiction.html?pagewanted=all\">brain processes fiction\u003c/a>, Paul breaks down research that shows human brains don’t really distinguish between fictional situations and real ones. “The brain, it seems, does not make much of a distinction between reading about an experience and encountering it in real life,” Paul writes, “in each case, the same neurological regions are stimulated.” For instance, when researcher Véronique Boulenger of the Laboratory of Language Dynamics in France had study participants read “Paulo kicked the ball,” brain scans revealed activity in the motor cortex region of the brain, which is responsible for body movements.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>According to the psychologists, fiction creates a vivid real-life simulation in which humans get to experience the world through another’s thoughts and feelings. While even more research points to ways the brain “feels” fiction -- from \u003ca href=\"http://www.nytimes.com/2012/03/18/opinion/sunday/the-neuroscience-of-your-brain-on-fiction.html?pagewanted=all&_r=0\">experiencing sensory details\u003c/a> like smell to freely experiencing characters’ deep emotions as if they were our own -- Paul writes \u003ca href=\"http://anniemurphypaul.com/2013/01/how-great-books-work-their-effects-on-us/\">on her blog\u003c/a> how it may feel for fiction to work magic on our brains: “Who hasn’t felt, at the end of a truly great novel, a little exhausted and wrung out—as if, as [William] Styron says, we’ve been living several other lives in addition to our own?”\u003c/p>\n\u003cp>Rising fifth grader Hart Wilkinson of Nashville, Tennessee, agrees, adding that a great story makes her feel as if what happens to the character also happens to her.\u003c/p>\n\u003cp>“Sometimes, when something sad is about to happen [in a book], I get really sad, sometimes I feel like I’m about to cry,” she said. “Sometimes I’m so into the book, I feel like I’m the person. I don’t even notice that I’m doing it - it’s like real life, but on paper.”\u003c/p>\n\u003cp>Wilkinson combs her library shelves once a week in summer, choosing stories she thinks she’ll like by an exciting or colorful cover. Then she hauls her stash home and plops into her front-porch hammock, or gets under her covers at the end of the day to read. Nowhere to be, no homework or lessons to run off to, Wilkinson says that she loves to read fiction all summer “because it’s so much fun to figure out an adventure without my feet getting tired, to just read in a hammock but still have an adventure.”\u003c/p>\n\u003cp>Why does fiction whisk us away during the long, leisurely days of summer? “I think we read fiction in the summertime because we want to allow our minds to travel (whether we actually go anywhere or not),” Paul said. “Given a little more time and freedom than usual, we want to use it to get lost, to leave workaday concerns behind. Nonfiction can do that too, of course, but there's something about fiction that takes us away, even if we're just sitting in our backyards.”\u003c/p>\n\u003ch3>Reading Suggestions\u003c/h3>\n\u003cp>Los Angeles children’s librarian and NPR contributor \u003ca href=\"http://www.npr.org/2013/05/31/177930647/mara-alpert-s-favorite-books-for-kids\">Mara Alpert\u003c/a> and Scarborough, Maine children’s librarian Louise Capizzo offer titles for kids of all ages rich in sensory details, with great characters who will take kids on summer adventures “without their feet getting tired.”\u003c/p>\n\u003ch4>\u003cspan style=\"color: #000000\">KINDERGARTEN - GRADE 3, chosen by Mara Alpert\u003c/span>\u003c/h4>\n\u003cp>\u003cstrong>\u003cem>Bad Kitty Gets a Bath\u003c/em> \u003c/strong>by Nick Bruel\u003c/p>\n\u003cp dir=\"ltr\">Even the most mundane activity can be the seeds for an exciting and/or funny and/or terrifying tale, as is the case with Bad Kitty and her bath (which is definitely exciting AND funny AND a little terrifying as well). The entire experience of Kitty’s bath is described in great detail (with accompanying illustrations that will have ‘em rolling in the aisles). Kids will look at chores and everyday events in a whole new way. First in a very funny series.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>Awesome Dawson\u003c/em> \u003c/strong>by Chris Gall\u003c/p>\n\u003cp dir=\"ltr\">Young Dawson's motto is “Everything Can Be Used Again!” This “Hero To Toys Everywhere” has been recycling... well, everything to make his creations since babyhood. In his secret he prepares to make a new body for his robot friend Mooey. Unfortunately, his mom wants him to do his chores. Hey, what better way to use his talents then to build a robot to do the chores for him! Until, of course, it runs amok… Dawson makes recycling look awesome, indeed.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>Ralph Tells a Story\u003c/em>\u003c/strong> by Abby Hanlon\u003c/p>\n\u003cp dir=\"ltr\">\"Stories are everywhere!\" insists Ralph's teacher, but this kid has the worst case of writer's block in the history of the world. He’s got nothing to write because NOTHING ever happens to him. Even when he learns that his classmate Daisy has written a bunch of stories about things that have happened to Ralph, he doesn’t believe it. Then he remembers the inchworm in the park, and with the help of his friends, Ralph discovers the joy of crafting personal stories. The creative and collaborative process, laid out neatly.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>Cooking with Henry and Elliebelly\u003c/em>\u003c/strong> by Carolyn Parkhurst\u003c/p>\n\u003cp dir=\"ltr\">Inspiration can come from anywhere – in this case, the world of reality television. Five-year-old Henry and his little sister pretend to be TV chefs, creating a fantastic concoction, complete with commercials, technical difficulties, creative differences, and a mom who stands back and lets it all happen (then provides snack at the end). A yummy reminder of the fun of pretend play.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>Clementine, by Sara Pennypacker\u003c/em>\u003c/strong> illustrated by Marla Frazee.\u003c/p>\n\u003cp dir=\"ltr\">Make room, Ramona Quimby and Junie B. Jones. Clementine charges onto the scene with the story of an absolutely disastrous week. Second-grader Clementine was just trying to be helpful when she cut off all of Margaret’s hair. And when she assisted in coloring what was left with a red marker. And when she cut off her own hair in solidarity. And… well, Clementine’s mind works in strange and mysterious ways, but she always makes a certain mad sense. She’s a feisty, creative soul, and kids will enjoy getting to know her.\u003c/p>\n\u003ch4>GRADES 4 -8, chosen by Mara Alpert\u003c/h4>\n\u003cp>\u003cstrong>\u003cem>The Strange Case of Origami Yoda\u003c/em>\u003c/strong> by Tom Angleberger\u003c/p>\n\u003cp dir=\"ltr\">A group of sixth-grade kids, friends and enemies alike, try to work out the mystery behind Dwight’s Origami Yoda. Dwight is definitely the class oddball, prone to all kinds of unusual behavior, and this year he starts wandering around with a little Yoda figure made out of origami, which he claims gives advice and answers questions just as well as the real Yoda. And to everyone’s amazement, it seems to be true! Each kid offers their own take on the situation, including illustrations (plus food stains, commentary by other kids, and more). The first book in a series that continues to be just as strong as it explores creativity, differences, belief, what makes a piece of really good advice, and does it truly matter where in comes from, and the importance of friendship.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>Hold Fast\u003c/em>\u003c/strong> by Blue Balliett\u003c/p>\n\u003cp dir=\"ltr\">Early Pearl, her little brother, and her parents share a one-room studio in a not-so-great neighborhood in Chicago, but it is a home rich with library books, imagination, and love. Then her father disappears, their home is destroyed, and the three remaining Pearls find themselves in a homeless shelter, learning survival skills they could never have dreamed they’d need. Early is a smart, resourceful, creative, and loving girl, who rises to the challenge of this new life, and of figuring out what really happened to her father, with fierce determination. The poetry of Langston Hughes, the glory that is the Chicago Public Library, and importance of reading play a major role is this ultimately optimistic tale.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>Larklight\u003c/em>, or \u003cem>The Revenge of the White Spiders!\u003c/em> or \u003cem>To Saturn’s Rings and Back! A Rousing Tale of Dauntless Pluck in the Farthest Reaches of Space\u003c/em> by Philip Reeve, illustrated by David Wyatt.\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">Just look at that title. ‘nuff said. In a Victorian era that never happened, Art Mumby and his annoying older sister Myrtle share a rambling old mansion that travels through space with their dad. When he is kidnapped during an attack of space spiders, Art and Myrtle hook up with a band of youthful space pirates to try and save him, and the universe. Oh, and to figure out what happened to their mother. This is world-building at its finest, told in a rousing, Saturday-Afternoon-Matinee style, complete with weird aliens, mad scientists, the beginnings of a romance for young Myrtle, and the opportunity to save the entire universe. Huzzah! First book in a series.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>City of Fire\u003c/em>\u003c/strong> by Laurence Yep\u003c/p>\n\u003cp dir=\"ltr\">In an alternate 1941 universe where magic and technology exist more or less comfortably side-by-side, 12-year-old Scirye, a princess with a miniature griffin, gather around her an unlikely group of allies (including a motherly dragon who happens to be an assassin, an orphaned boy who happens to be the assassins target, a shape-changing trickster, and a Hawaiian goddess) begins a quest to avenge the death of her older sister and the loss of some of her family’s greatest treasures. World-building, interesting characters you want to learn more about, breathless adventure, and a determined and intelligent heroine, make this trilogy-opener a winner.\u003c/p>\n\u003ch4>GRADES 9-12, chosen by Louise Capizzo\u003c/h4>\n\u003cp dir=\"ltr\">“These are books that I love and still think about from time to time,” said Capizzo of her teen selections. “Do you ever have that feeling of sadness after reading a wonderful book, a book that kept your interest; a book that had you racing through chores or rushing home so you could get back to your characters. And you didn't want to finish the book too quickly, because then the story would be over. When that happens to me, I feel a bit sad because I will never be able to experience this book for the first time ever again.”\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>One Whole and Perfect Day\u003c/em> \u003c/strong>by Judith Clarke\u003c/p>\n\u003cp dir=\"ltr\">With all the chaos from her family as they prepare for her grandfather’s eightieth birthday, Lily’s wish is to have just one whole and perfect day. Set in Australia, many threads come together in this thoroughly engaging novel.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>Finding Somewhere\u003c/em>\u003c/strong> by Joseph Monniger\u003c/p>\n\u003cp dir=\"ltr\">Hattie and her friend Delores kidnap a horse slated to be put down because of age. The three embark on a road trip across America and find many surprises, but most importantly the power of friendship.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>The Thief\u003c/em>\u003c/strong> by Megan Turner.\u003c/p>\n\u003cp dir=\"ltr\">One of the best books I have ever read. Set in fully imagined medieval land, Gen, a thief, has one chance to save himself from life imprisonment by stealing Hamiathes’s Gift. Yet, things are not what they seem.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>Eleanor and Park\u003c/em> \u003c/strong>by Rainbow Rowell\u003c/p>\n\u003cp dir=\"ltr\">Two high-school misfits find love and friendship in this warmly told story that takes place in 1966 over the course of one year. Their path to romance is gentle, sweet, believable, and some scenes – how Park strokes Eleanor’s hand – will leave readers breathless. Achingly beautiful.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>Ship Breaker\u003c/em>\u003c/strong> by Paolo Bacigalupi\u003c/p>\n\u003cp dir=\"ltr\">Set in New Orleans in a futuristic world, Nailer works by scavenging copper wire from beached tankers. When he finds a luxurious clipper ship with a survivor aboard, Nailer must decide whether to sell her or help her. Gripping. Exciting, with plenty of action.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>The Eagle of the Ninth\u003c/em>\u003c/strong> by Rosemary Sutcliff\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp dir=\"ltr\">Set in Britain under Roman rule. Marcus Flavius Aquila, a Roman soldier, sets off beyond Hadrian’s Wall; a land ruled by native tribes, to discover what happened to the First Cohort of the Ninth Legion that was commanded by his father. Historical fiction at its best.\u003c/p>\n\n",
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"excerpt": "Reading high-quality fiction may serve a larger purpose than preparing students for college and tests. Several recent studies show that reading great literature makes individuals more empathetic. Here's a great list of fiction books for kids of all ages, recommended by those who know best -- librarians. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29446\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29446\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/reading.jpg\" alt=\"reading\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/reading.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/reading-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/reading-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Prevent \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/74-creative-ways-to-stop-summer-brain-drain/\">summer brain drain\u003c/a>: that’s the reason many backpacks -- most likely laying in the same places they were joyfully dropped on the last day of school -- contain a rumpled, but hopefully not forgotten, summer reading list from school. Teachers and experts have long suggested that \u003ca href=\"http://www.rif.org/us/literacy-resources/articles/keeping-kids-off-the-summer-slide.htm\">reading over summer break\u003c/a> helps kids from losing everything they’ve learned over the school year. And new research shows that reading fiction especially might do more than serve kids academically - it may even make them better people.\u003c/p>\n\u003cp>Educator and author Jessica Lahey’s summer reading list for her seventh and eighth graders is packed with books that the teenagers will find “interesting but challenging.” One of Lahey’s summer favorites for eighth graders is Harper Lee’s classic \u003cem>To Kill a Mockingbird\u003c/em>, both for the stretch it gives kids in complexity and vocabulary as well as supplementing the \"easy\" summer reading they may do on their own. She also wants to prepare them to think about “bigger issues raised by the books” -- in this case the virtues and failings of the rich, complex characters.\u003c/p>\n\u003cp>Lahey has students write about the book when they get back to school in the fall, and wants them to choose a character and explore their virtues and faults, using examples from the text. “For example, Scout's sense of fierce sense of loyalty toward her family and her lack of temperance,” Lahey said. “As seen when she attacks Walter Cunningham on the playground because she felt he got her in trouble with the teacher.” While Lahey says her students study \u003cem>To Kill a Mockingbird\u003c/em> as part of a character education curriculum, she admits that the book makes great summer reading because its plot draws in teenagers, and the characters are faced with complex moral decisions.\u003c/p>\n\u003cp>Reading high-quality fiction may serve a larger purpose than preparing students for college and tests. Several recent studies show that reading great literature makes individuals more empathetic and more able to understand the world from another’s perspective, writes Annie Murphy Paul in \u003ca href=\"http://ideas.time.com/2013/06/03/why-we-should-read-literature/\">“Reading Literature Makes Us Smarter and Nicer.”\u003c/a> The results of the two studies Paul cites in the article, performed by Canadian psychologists Raymond Mar and Keith Oatley, were similar when applied to children: Raymond Mar’s \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0885201409000835\">study on preschoolers\u003c/a> showed that, even when controlled for age, gender, vocabulary and parent income, young children who were read more stories developed a stronger “theory of mind,” or the ability to imagine the beliefs and intentions of another.\u003c/p>\n\u003cdiv class=\"lcp_catlist aside half left cats-by-2\">\n\u003ch2 class=\"feat-title\">More Summer Learning Ideas\u003c/h2>\n\u003cp>[catlist categorypage=\"yes\" numberposts=\"5\" thumbnail=\"yes\" excludeposts=\"this\" class=\"\" title_tag=\"h3\" title_class=\"post-title\" thumbnail_class=\"thumbnail\"]\u003c/p>\n\u003c/div>\n\u003cp>Increasing empathy isn’t the only way fiction makes us better; in a \u003cem>New York Times\u003c/em> article on how the \u003ca href=\"http://www.nytimes.com/2012/03/18/opinion/sunday/the-neuroscience-of-your-brain-on-fiction.html?pagewanted=all\">brain processes fiction\u003c/a>, Paul breaks down research that shows human brains don’t really distinguish between fictional situations and real ones. “The brain, it seems, does not make much of a distinction between reading about an experience and encountering it in real life,” Paul writes, “in each case, the same neurological regions are stimulated.” For instance, when researcher Véronique Boulenger of the Laboratory of Language Dynamics in France had study participants read “Paulo kicked the ball,” brain scans revealed activity in the motor cortex region of the brain, which is responsible for body movements.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>According to the psychologists, fiction creates a vivid real-life simulation in which humans get to experience the world through another’s thoughts and feelings. While even more research points to ways the brain “feels” fiction -- from \u003ca href=\"http://www.nytimes.com/2012/03/18/opinion/sunday/the-neuroscience-of-your-brain-on-fiction.html?pagewanted=all&_r=0\">experiencing sensory details\u003c/a> like smell to freely experiencing characters’ deep emotions as if they were our own -- Paul writes \u003ca href=\"http://anniemurphypaul.com/2013/01/how-great-books-work-their-effects-on-us/\">on her blog\u003c/a> how it may feel for fiction to work magic on our brains: “Who hasn’t felt, at the end of a truly great novel, a little exhausted and wrung out—as if, as [William] Styron says, we’ve been living several other lives in addition to our own?”\u003c/p>\n\u003cp>Rising fifth grader Hart Wilkinson of Nashville, Tennessee, agrees, adding that a great story makes her feel as if what happens to the character also happens to her.\u003c/p>\n\u003cp>“Sometimes, when something sad is about to happen [in a book], I get really sad, sometimes I feel like I’m about to cry,” she said. “Sometimes I’m so into the book, I feel like I’m the person. I don’t even notice that I’m doing it - it’s like real life, but on paper.”\u003c/p>\n\u003cp>Wilkinson combs her library shelves once a week in summer, choosing stories she thinks she’ll like by an exciting or colorful cover. Then she hauls her stash home and plops into her front-porch hammock, or gets under her covers at the end of the day to read. Nowhere to be, no homework or lessons to run off to, Wilkinson says that she loves to read fiction all summer “because it’s so much fun to figure out an adventure without my feet getting tired, to just read in a hammock but still have an adventure.”\u003c/p>\n\u003cp>Why does fiction whisk us away during the long, leisurely days of summer? “I think we read fiction in the summertime because we want to allow our minds to travel (whether we actually go anywhere or not),” Paul said. “Given a little more time and freedom than usual, we want to use it to get lost, to leave workaday concerns behind. Nonfiction can do that too, of course, but there's something about fiction that takes us away, even if we're just sitting in our backyards.”\u003c/p>\n\u003ch3>Reading Suggestions\u003c/h3>\n\u003cp>Los Angeles children’s librarian and NPR contributor \u003ca href=\"http://www.npr.org/2013/05/31/177930647/mara-alpert-s-favorite-books-for-kids\">Mara Alpert\u003c/a> and Scarborough, Maine children’s librarian Louise Capizzo offer titles for kids of all ages rich in sensory details, with great characters who will take kids on summer adventures “without their feet getting tired.”\u003c/p>\n\u003ch4>\u003cspan style=\"color: #000000\">KINDERGARTEN - GRADE 3, chosen by Mara Alpert\u003c/span>\u003c/h4>\n\u003cp>\u003cstrong>\u003cem>Bad Kitty Gets a Bath\u003c/em> \u003c/strong>by Nick Bruel\u003c/p>\n\u003cp dir=\"ltr\">Even the most mundane activity can be the seeds for an exciting and/or funny and/or terrifying tale, as is the case with Bad Kitty and her bath (which is definitely exciting AND funny AND a little terrifying as well). The entire experience of Kitty’s bath is described in great detail (with accompanying illustrations that will have ‘em rolling in the aisles). Kids will look at chores and everyday events in a whole new way. First in a very funny series.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>Awesome Dawson\u003c/em> \u003c/strong>by Chris Gall\u003c/p>\n\u003cp dir=\"ltr\">Young Dawson's motto is “Everything Can Be Used Again!” This “Hero To Toys Everywhere” has been recycling... well, everything to make his creations since babyhood. In his secret he prepares to make a new body for his robot friend Mooey. Unfortunately, his mom wants him to do his chores. Hey, what better way to use his talents then to build a robot to do the chores for him! Until, of course, it runs amok… Dawson makes recycling look awesome, indeed.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>Ralph Tells a Story\u003c/em>\u003c/strong> by Abby Hanlon\u003c/p>\n\u003cp dir=\"ltr\">\"Stories are everywhere!\" insists Ralph's teacher, but this kid has the worst case of writer's block in the history of the world. He’s got nothing to write because NOTHING ever happens to him. Even when he learns that his classmate Daisy has written a bunch of stories about things that have happened to Ralph, he doesn’t believe it. Then he remembers the inchworm in the park, and with the help of his friends, Ralph discovers the joy of crafting personal stories. The creative and collaborative process, laid out neatly.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>Cooking with Henry and Elliebelly\u003c/em>\u003c/strong> by Carolyn Parkhurst\u003c/p>\n\u003cp dir=\"ltr\">Inspiration can come from anywhere – in this case, the world of reality television. Five-year-old Henry and his little sister pretend to be TV chefs, creating a fantastic concoction, complete with commercials, technical difficulties, creative differences, and a mom who stands back and lets it all happen (then provides snack at the end). A yummy reminder of the fun of pretend play.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>Clementine, by Sara Pennypacker\u003c/em>\u003c/strong> illustrated by Marla Frazee.\u003c/p>\n\u003cp dir=\"ltr\">Make room, Ramona Quimby and Junie B. Jones. Clementine charges onto the scene with the story of an absolutely disastrous week. Second-grader Clementine was just trying to be helpful when she cut off all of Margaret’s hair. And when she assisted in coloring what was left with a red marker. And when she cut off her own hair in solidarity. And… well, Clementine’s mind works in strange and mysterious ways, but she always makes a certain mad sense. She’s a feisty, creative soul, and kids will enjoy getting to know her.\u003c/p>\n\u003ch4>GRADES 4 -8, chosen by Mara Alpert\u003c/h4>\n\u003cp>\u003cstrong>\u003cem>The Strange Case of Origami Yoda\u003c/em>\u003c/strong> by Tom Angleberger\u003c/p>\n\u003cp dir=\"ltr\">A group of sixth-grade kids, friends and enemies alike, try to work out the mystery behind Dwight’s Origami Yoda. Dwight is definitely the class oddball, prone to all kinds of unusual behavior, and this year he starts wandering around with a little Yoda figure made out of origami, which he claims gives advice and answers questions just as well as the real Yoda. And to everyone’s amazement, it seems to be true! Each kid offers their own take on the situation, including illustrations (plus food stains, commentary by other kids, and more). The first book in a series that continues to be just as strong as it explores creativity, differences, belief, what makes a piece of really good advice, and does it truly matter where in comes from, and the importance of friendship.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>Hold Fast\u003c/em>\u003c/strong> by Blue Balliett\u003c/p>\n\u003cp dir=\"ltr\">Early Pearl, her little brother, and her parents share a one-room studio in a not-so-great neighborhood in Chicago, but it is a home rich with library books, imagination, and love. Then her father disappears, their home is destroyed, and the three remaining Pearls find themselves in a homeless shelter, learning survival skills they could never have dreamed they’d need. Early is a smart, resourceful, creative, and loving girl, who rises to the challenge of this new life, and of figuring out what really happened to her father, with fierce determination. The poetry of Langston Hughes, the glory that is the Chicago Public Library, and importance of reading play a major role is this ultimately optimistic tale.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>Larklight\u003c/em>, or \u003cem>The Revenge of the White Spiders!\u003c/em> or \u003cem>To Saturn’s Rings and Back! A Rousing Tale of Dauntless Pluck in the Farthest Reaches of Space\u003c/em> by Philip Reeve, illustrated by David Wyatt.\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">Just look at that title. ‘nuff said. In a Victorian era that never happened, Art Mumby and his annoying older sister Myrtle share a rambling old mansion that travels through space with their dad. When he is kidnapped during an attack of space spiders, Art and Myrtle hook up with a band of youthful space pirates to try and save him, and the universe. Oh, and to figure out what happened to their mother. This is world-building at its finest, told in a rousing, Saturday-Afternoon-Matinee style, complete with weird aliens, mad scientists, the beginnings of a romance for young Myrtle, and the opportunity to save the entire universe. Huzzah! First book in a series.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>City of Fire\u003c/em>\u003c/strong> by Laurence Yep\u003c/p>\n\u003cp dir=\"ltr\">In an alternate 1941 universe where magic and technology exist more or less comfortably side-by-side, 12-year-old Scirye, a princess with a miniature griffin, gather around her an unlikely group of allies (including a motherly dragon who happens to be an assassin, an orphaned boy who happens to be the assassins target, a shape-changing trickster, and a Hawaiian goddess) begins a quest to avenge the death of her older sister and the loss of some of her family’s greatest treasures. World-building, interesting characters you want to learn more about, breathless adventure, and a determined and intelligent heroine, make this trilogy-opener a winner.\u003c/p>\n\u003ch4>GRADES 9-12, chosen by Louise Capizzo\u003c/h4>\n\u003cp dir=\"ltr\">“These are books that I love and still think about from time to time,” said Capizzo of her teen selections. “Do you ever have that feeling of sadness after reading a wonderful book, a book that kept your interest; a book that had you racing through chores or rushing home so you could get back to your characters. And you didn't want to finish the book too quickly, because then the story would be over. When that happens to me, I feel a bit sad because I will never be able to experience this book for the first time ever again.”\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>One Whole and Perfect Day\u003c/em> \u003c/strong>by Judith Clarke\u003c/p>\n\u003cp dir=\"ltr\">With all the chaos from her family as they prepare for her grandfather’s eightieth birthday, Lily’s wish is to have just one whole and perfect day. Set in Australia, many threads come together in this thoroughly engaging novel.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>Finding Somewhere\u003c/em>\u003c/strong> by Joseph Monniger\u003c/p>\n\u003cp dir=\"ltr\">Hattie and her friend Delores kidnap a horse slated to be put down because of age. The three embark on a road trip across America and find many surprises, but most importantly the power of friendship.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>The Thief\u003c/em>\u003c/strong> by Megan Turner.\u003c/p>\n\u003cp dir=\"ltr\">One of the best books I have ever read. Set in fully imagined medieval land, Gen, a thief, has one chance to save himself from life imprisonment by stealing Hamiathes’s Gift. Yet, things are not what they seem.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>Eleanor and Park\u003c/em> \u003c/strong>by Rainbow Rowell\u003c/p>\n\u003cp dir=\"ltr\">Two high-school misfits find love and friendship in this warmly told story that takes place in 1966 over the course of one year. Their path to romance is gentle, sweet, believable, and some scenes – how Park strokes Eleanor’s hand – will leave readers breathless. Achingly beautiful.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>Ship Breaker\u003c/em>\u003c/strong> by Paolo Bacigalupi\u003c/p>\n\u003cp dir=\"ltr\">Set in New Orleans in a futuristic world, Nailer works by scavenging copper wire from beached tankers. When he finds a luxurious clipper ship with a survivor aboard, Nailer must decide whether to sell her or help her. Gripping. Exciting, with plenty of action.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003cem>The Eagle of the Ninth\u003c/em>\u003c/strong> by Rosemary Sutcliff\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">Set in Britain under Roman rule. Marcus Flavius Aquila, a Roman soldier, sets off beyond Hadrian’s Wall; a land ruled by native tribes, to discover what happened to the First Cohort of the Ninth Legion that was commanded by his father. Historical fiction at its best.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Case for Preserving the Pleasure of Deep Reading",
"title": "The Case for Preserving the Pleasure of Deep Reading",
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"content": "\u003cfigure id=\"attachment_29052\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/ngader/273300326/sizes/z/in/photolist-q9JEA-baMWSe-4Dm4gX-bHdq2Z-6cRrtd-dRuEDs-8dNkNv-Mh3Mo-62coxR-cbWCxS-auSRti-c2sxbU-dNCeA6-tBCDz-5Wjh5o-9wX4Bb-7b8zkX-8Sd4an-4XA1rv-5piTYU-2fTgsC-L6EMn-4wTyBG-8oUH34-6syfZV-6k17Jp-6Uccv-8seGDU-5m53e7-88o7kW-7ViG3m-2Zg9cL-4MtVf6-bQGRxe-EqUH7-6Szrk-d3pbGL-byLnhU-553aYh-bQGRBc-7muck-8eJUN3-ozMVF-6t8TaC-92FyDz-3xLRqf-djD1G-6TxRnY-7ajhf-8CBVH2-6Py7Nt/\">\u003cimg class=\"size-full wp-image-29052\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/273300326_3fa60fd290_z.jpg\" alt=\"273300326_3fa60fd290_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/273300326_3fa60fd290_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/273300326_3fa60fd290_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/273300326_3fa60fd290_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When a minaret dating from the twelfth century was toppled in the fighting between rebels and government forces in Aleppo, Syria, earlier this spring, we recognized that more than a building had been lost. The destruction of irreplaceable artifacts—like the massive Buddha statues dynamited in the Bamiyan Valley in Afghanistan in 2001 and the ancient texts burned and looted in Iraq in 2003—leaves us less equipped to understand ourselves and where we came from, less able to enlarge ourselves with the awe and pleasure that these creations once evoked.\u003c/p>\n\u003cp>Which is why we should care about the survival of a human treasure threatened right here at home: the deep reader. “Deep reading”—as opposed to the often superficial reading we do on the web—is an endangered practice, one we ought to take steps to preserve as we would a historic building or a significant work of art. Its disappearance would imperil the intellectual and emotional development of generations growing up online, as well as the perpetuation of a critical part of our culture: the novels, poems and other kinds of literature that can be appreciated only by readers whose brains, quite literally, have been trained to apprehend them.\u003c/p>\n\u003cp>Recent research in cognitive science, psychology and neuroscience has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words. Although deep reading does not, strictly speaking, require a conventional book, the built-in limits of the printed page are uniquely conducive to the deep reading experience. A book’s lack of hyperlinks, for example, frees the reader from making decisions—Should I click on this link or not?—allowing her to remain fully immersed in the narrative.\u003c/p>\n\u003cp>That immersion is supported by the way the brain handles language rich in detail, allusion and metaphor: by creating a mental representation that draws on the same brain regions that would be active if the scene were unfolding in real life. The emotional situations and moral dilemmas that are the stuff of literature are also vigorous exercise for the brain, propelling us inside the heads of fictional characters and even, studies suggest, increasing our real-life capacity for empathy.\u003c/p>\n\u003cp>None of this is likely to happen when we’re scrolling through TMZ.com. Although we call the activity by the same name, the deep reading of books and the information-driven reading we do on the web are very different, both in the experience they produce and in the capacities they develop. A growing body of evidence suggests that online reading may be less engaging and less satisfying, even for the “digital natives” for whom it is so familiar. Last month, for example, Britain’s National Literacy Trust released the results of \u003ca href=\"http://www.google.com/hostednews/afp/article/ALeqM5injmhyFI6YENzKRCpwSkUuf0nzvg?docId=CNG.fd836340d8acae4c0050ebcf6abb1592.81\">a study of 34,910 young people \u003c/a>aged eight to sixteen. Researchers reported that 39% of children and teens read daily using electronic devices, but only 28% read printed materials every day. Those who read only onscreen were three times less likely to say they enjoy reading very much, and a third less likely to have a favorite book. The study also found that young people who read daily only onscreen were nearly two times less likely to be above-average readers than those who read daily in print or both in print and onscreen.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Recent research has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words.\u003c/strong>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>To understand why we should be concerned about how young people read, and not just whether they’re reading at all, it helps to know something about the way the ability to read evolved. “Human beings were never born to read,” notes Maryanne Wolf, director of the Center for Reading and Language Research at Tufts University and author of \u003ca href=\"http://www.amazon.com/Proust-Squid-Story-Science-Reading/dp/0060933844\">Proust and the Squid: The Story and Science of the Reading Brain\u003c/a>. Unlike the ability to understand and produce spoken language, which under normal circumstances will unfold according to a program dictated by our genes, the ability to read must be painstakingly acquired by each individual. The “reading circuits” we construct are recruited from structures in the brain that evolved for other purposes—and these circuits can be feeble or they can be robust, depending on how often and how vigorously we use them.\u003c/p>\n\u003cp>The deep reader, protected from distractions and attuned to the nuances of language, enters a state that psychologist Victor Nell, in a study of the psychology of pleasure reading, likens to a hypnotic trance. Nell found that when readers are enjoying the experience the most, the pace of their reading actually slows. The combination of fast, fluent decoding of words and slow, unhurried progress on the page gives deep readers time to enrich their reading with reflection, analysis, and their own memories and opinions. It gives them time to establish an intimate relationship with the author, the two of them engaged in an extended and ardent conversation like people falling in love.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">The Future of Tablets in Education: Potential Vs. Reality\u003c/a>]\u003c/p>\n\u003cp>This is not reading as many young people are coming to know it. Their reading is pragmatic and instrumental: the difference between what literary critic Frank Kermode calls “carnal reading” and “spiritual reading.” If we allow our offspring to believe that carnal reading is all there is—if we don’t open the door to spiritual reading, through an early insistence on discipline and practice—we will have cheated them of an enjoyable, even ecstatic experience they would not otherwise encounter. And we will have deprived them of an elevating and enlightening experience that will enlarge them as people. Observing young people’s attachment to digital devices, some progressive educators and permissive parents talk about needing to \"meet kids where they are,” molding instruction around their onscreen habits. This is mistaken. We need, rather, to show them someplace they've never been, a place only deep reading can take them.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>There’s another reason to work to save deep reading: the preservation of a cultural treasure. Like information on floppy disks and cassette tapes that may soon be lost because the equipment to play it no longer exists, properly-educated people are the only \"equipment,\" the only beings, who can unlock the wealth of insight and wisdom that lie in our culture's novels and poems. When the library of Alexandria was lost to fire, the scarce resource was books themselves. Today, with billions of books in print and stored online, the endangered breed is not books but readers. Unless we train the younger generation to engage in deep reading, we will find ourselves with our culture’s riches locked away in a vault: books everywhere and no one truly able to read them.\u003c/p>\n\n",
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"excerpt": "The deep reading of books and the information-driven reading we do on the web are very different, both in the experience they produce and in the capacities they develop. Recent research has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words. ",
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"title": "The Case for Preserving the Pleasure of Deep Reading | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29052\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/ngader/273300326/sizes/z/in/photolist-q9JEA-baMWSe-4Dm4gX-bHdq2Z-6cRrtd-dRuEDs-8dNkNv-Mh3Mo-62coxR-cbWCxS-auSRti-c2sxbU-dNCeA6-tBCDz-5Wjh5o-9wX4Bb-7b8zkX-8Sd4an-4XA1rv-5piTYU-2fTgsC-L6EMn-4wTyBG-8oUH34-6syfZV-6k17Jp-6Uccv-8seGDU-5m53e7-88o7kW-7ViG3m-2Zg9cL-4MtVf6-bQGRxe-EqUH7-6Szrk-d3pbGL-byLnhU-553aYh-bQGRBc-7muck-8eJUN3-ozMVF-6t8TaC-92FyDz-3xLRqf-djD1G-6TxRnY-7ajhf-8CBVH2-6Py7Nt/\">\u003cimg class=\"size-full wp-image-29052\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/273300326_3fa60fd290_z.jpg\" alt=\"273300326_3fa60fd290_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/273300326_3fa60fd290_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/273300326_3fa60fd290_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/273300326_3fa60fd290_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When a minaret dating from the twelfth century was toppled in the fighting between rebels and government forces in Aleppo, Syria, earlier this spring, we recognized that more than a building had been lost. The destruction of irreplaceable artifacts—like the massive Buddha statues dynamited in the Bamiyan Valley in Afghanistan in 2001 and the ancient texts burned and looted in Iraq in 2003—leaves us less equipped to understand ourselves and where we came from, less able to enlarge ourselves with the awe and pleasure that these creations once evoked.\u003c/p>\n\u003cp>Which is why we should care about the survival of a human treasure threatened right here at home: the deep reader. “Deep reading”—as opposed to the often superficial reading we do on the web—is an endangered practice, one we ought to take steps to preserve as we would a historic building or a significant work of art. Its disappearance would imperil the intellectual and emotional development of generations growing up online, as well as the perpetuation of a critical part of our culture: the novels, poems and other kinds of literature that can be appreciated only by readers whose brains, quite literally, have been trained to apprehend them.\u003c/p>\n\u003cp>Recent research in cognitive science, psychology and neuroscience has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words. Although deep reading does not, strictly speaking, require a conventional book, the built-in limits of the printed page are uniquely conducive to the deep reading experience. A book’s lack of hyperlinks, for example, frees the reader from making decisions—Should I click on this link or not?—allowing her to remain fully immersed in the narrative.\u003c/p>\n\u003cp>That immersion is supported by the way the brain handles language rich in detail, allusion and metaphor: by creating a mental representation that draws on the same brain regions that would be active if the scene were unfolding in real life. The emotional situations and moral dilemmas that are the stuff of literature are also vigorous exercise for the brain, propelling us inside the heads of fictional characters and even, studies suggest, increasing our real-life capacity for empathy.\u003c/p>\n\u003cp>None of this is likely to happen when we’re scrolling through TMZ.com. Although we call the activity by the same name, the deep reading of books and the information-driven reading we do on the web are very different, both in the experience they produce and in the capacities they develop. A growing body of evidence suggests that online reading may be less engaging and less satisfying, even for the “digital natives” for whom it is so familiar. Last month, for example, Britain’s National Literacy Trust released the results of \u003ca href=\"http://www.google.com/hostednews/afp/article/ALeqM5injmhyFI6YENzKRCpwSkUuf0nzvg?docId=CNG.fd836340d8acae4c0050ebcf6abb1592.81\">a study of 34,910 young people \u003c/a>aged eight to sixteen. Researchers reported that 39% of children and teens read daily using electronic devices, but only 28% read printed materials every day. Those who read only onscreen were three times less likely to say they enjoy reading very much, and a third less likely to have a favorite book. The study also found that young people who read daily only onscreen were nearly two times less likely to be above-average readers than those who read daily in print or both in print and onscreen.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Recent research has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words.\u003c/strong>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>To understand why we should be concerned about how young people read, and not just whether they’re reading at all, it helps to know something about the way the ability to read evolved. “Human beings were never born to read,” notes Maryanne Wolf, director of the Center for Reading and Language Research at Tufts University and author of \u003ca href=\"http://www.amazon.com/Proust-Squid-Story-Science-Reading/dp/0060933844\">Proust and the Squid: The Story and Science of the Reading Brain\u003c/a>. Unlike the ability to understand and produce spoken language, which under normal circumstances will unfold according to a program dictated by our genes, the ability to read must be painstakingly acquired by each individual. The “reading circuits” we construct are recruited from structures in the brain that evolved for other purposes—and these circuits can be feeble or they can be robust, depending on how often and how vigorously we use them.\u003c/p>\n\u003cp>The deep reader, protected from distractions and attuned to the nuances of language, enters a state that psychologist Victor Nell, in a study of the psychology of pleasure reading, likens to a hypnotic trance. Nell found that when readers are enjoying the experience the most, the pace of their reading actually slows. The combination of fast, fluent decoding of words and slow, unhurried progress on the page gives deep readers time to enrich their reading with reflection, analysis, and their own memories and opinions. It gives them time to establish an intimate relationship with the author, the two of them engaged in an extended and ardent conversation like people falling in love.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">The Future of Tablets in Education: Potential Vs. Reality\u003c/a>]\u003c/p>\n\u003cp>This is not reading as many young people are coming to know it. Their reading is pragmatic and instrumental: the difference between what literary critic Frank Kermode calls “carnal reading” and “spiritual reading.” If we allow our offspring to believe that carnal reading is all there is—if we don’t open the door to spiritual reading, through an early insistence on discipline and practice—we will have cheated them of an enjoyable, even ecstatic experience they would not otherwise encounter. And we will have deprived them of an elevating and enlightening experience that will enlarge them as people. Observing young people’s attachment to digital devices, some progressive educators and permissive parents talk about needing to \"meet kids where they are,” molding instruction around their onscreen habits. This is mistaken. We need, rather, to show them someplace they've never been, a place only deep reading can take them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There’s another reason to work to save deep reading: the preservation of a cultural treasure. Like information on floppy disks and cassette tapes that may soon be lost because the equipment to play it no longer exists, properly-educated people are the only \"equipment,\" the only beings, who can unlock the wealth of insight and wisdom that lie in our culture's novels and poems. When the library of Alexandria was lost to fire, the scarce resource was books themselves. Today, with billions of books in print and stored online, the endangered breed is not books but readers. Unless we train the younger generation to engage in deep reading, we will find ourselves with our culture’s riches locked away in a vault: books everywhere and no one truly able to read them.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_25179\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 480px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/going-retro-reading-apps-for-real-books/mzl-bjvfazrr-480x480-75-2/\" rel=\"attachment wp-att-25179\">\u003cimg class=\"size-full wp-image-25179\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751.jpg\" alt=\"\" width=\"480\" height=\"311\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751-400x259.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751-320x207.jpg 320w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Reading Rainbow app\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">YouTube clips. Texting. Twitter. Facebook status updates.\u003c/p>\n\u003cp>The prevalence of short-attention-span media -- easily scanned or consumed -- has led to much hand-wringing over how students will develop that lifelong love of reading perceived to be so critical to lifelong learning.\u003c/p>\n\u003cp>One answer (in addition to “it’s not as bad as you think,” as a recent\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/beyond-texts-and-tweets-young-people-still-love-to-read-books/\"> Pew Research Center\u003c/a> study might be summarized) may be in adapting the function to the form. Which is to say to put real, and sometimes classic, children’s books on the latest digital devices via apps and the web.\u003c/p>\n\u003cp>That’s the tack several tech-oriented companies are taking with both fiction and non-fiction. And while the customer for each effort differs -- ranging from parents to teachers to librarians -- the emphasis is remarkably similar: instilling the love of reading and books early, even if there isn’t a physical book.\u003c/p>\n\u003cp>A handful of recent examples for this revenge of the retro:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>LIVING BOOKS.\u003c/strong> Your first reaction may be that “Living Books” sounds familiar. And it should. A startup, \u003ca href=\"http://wanderfulstorybooks.com/\">Wanderful\u003c/a>, is bringing back titles in the much-loved series that software company Broderbund originally produced two decades ago, at the dawn of the CD-ROM age.\u003c/p>\n\u003cp>No longer restricted to physical discs or desktop computers underpowered for multimedia, the updated titles are returning as $5 iPad iOS apps (and eligible for Apple’s Volume Purchase Program for Education), with plans to add Android versions after the first of the year. These newest Living \u003c!--more-->Books are being driven by leaders of the original team, including former Broderbund CTO Mickey W. Mantle (now CEO) and Living Books creator Mark Schlichting.\u003c/p>\n\u003cp>The five titles available now are \u003cem>Arthur’s Teacher Trouble\u003c/em>, \u003cem>The Tortoise and the Hare\u003c/em>,\u003cem> Little Monster at School\u003c/em>, \u003cem>Harry and the Haunted House\u003c/em> and most recently, \u003cem>The Berenstein Bears Get in a Fight\u003c/em>. Each includes multiple languages, interactive features for multi-touch devices and refreshed art work for higher-resolution displays that didn’t exist when cathode ray tubes reigned supreme. An\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/survey-for-young-kids-parents-prefer-reading-print-books/\">Study: Parents Prefer Reading Print Books to Young Kids\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/for-young-readers-print-or-digital-books/\">For Young Readers: Print or Digital?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/ipad-game-changing-device-latest-fad-or-the-future-of-education-how-about-all-three/\">iPad: Game-Changer or Fad?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>educator-focused Classroom Activities Guide is available for $2.99 as an in-app purchase, tying each storybook to reading, arts, math, social studies and other subjects with alignment to Common Core State Standards.\u003c/p>\n\u003cp>Wanderful’s Bill Hensley plans to have a free “sampler” app before the holidays (with a sample page of each title) and a second Arthur title, \u003cem>Arthur’s Birthday\u003c/em>, is slated for January.\u003c/p>\n\u003cp>\u003cstrong>READING RAINBOW. \u003c/strong>Earlier this year at the SXSWedu education technology conference, keynote speaker LeVar Burton (known, depending on one’s generation, as Kunta Kinte of \u003cem>Roots\u003c/em>, Geordi La Forge of \u003cem>Star Trek: The Next Generation\u003c/em> or the host of PBS’ long-running \u003cem>Reading Rainbow\u003c/em>) \u003ca href=\"http://www.youtube.com/watch?v=b52ZlO6tbmY&feature=plcp\">announced\u003c/a> to wild educator applause the return of \u003ca href=\"https://itunes.apple.com/us/app/reading-rainbow/id512350210?ls=1&mt=8\">Reading Rainbow\u003c/a> as an iPad app. Burton’s\u003ca href=\"http://www.rrkidz.com/\"> RRKidz \u003c/a>venture subsequently launched the app in June with 150 books, now up to 175 titles, sporting voice-overs, “light animations” and activities.\u003c/p>\n\u003cp>Designed for kids ages 3-9, the iPad app is free and includes one book; others are part of a $10/month subscription (or $30 for six months). A companion website gives parents updates on the amount of time kids spend reading and recommends new stories based on their interests. Publishers involved include Little, Brown, Holiday House and Peachtree Publishers. RRKIdz says popular titles, so far, include\u003cem> A Child’s Calendar \u003c/em>by John Updike and the\u003cem> I See I Learn\u003c/em> series by Stuart J. Murphy. Android? Expect it in the first quarter of 2013.\u003c/p>\n\u003cp>But those are books by the piece. What about books delivered by the digital pallet to school libraries and entire buildings?\u003c/p>\n\u003cp>\u003cstrong>MYON READER.\u003c/strong> Capstone Digital has put more than 3,000 digital book titles on its web- and iPad- friendly \u003ca href=\"http://www.thefutureinreading.com/content.html\">myOn Reader\u003c/a> enhanced eBook platform and expects to reach 4,000 by the end of the year. Each book is tied to Lexile measures for reading difficulty and ability level and has an embedded assessment. Most feature narration (for reading aloud), highlighting, a dictionary and other scaffolds which can be turned on or off as needed.\u003c/p>\n\u003cp>And in an era driven by recommendation engines, myOn suggests more reading based on student interests. Books come from more than two dozen \u003ca href=\"http://www.thefutureinreading.com/content.html\">publishers\u003c/a> such as Hachette, DK, Highlights and Capstone itself, ranging in reading level from early childhood to high school.\u003c/p>\n\u003cp>Because of the education customer focus, myOn Reader has an annual school subscription model. Capstone estimates more than 4.25 million books have been read since it launched in January 2011.\u003c/p>\n\u003cp>\u003cstrong>BRAIN HIVE. \u003c/strong>A different, pay-as-you go approach comes from \u003ca href=\"http://www.brainhive.com/Pages/How-It-Works.aspx\">Brain Hive\u003c/a>. It’s a free web-based platform that works with Mac and Windows computers, tablets with browsers and through a dedicated iPad app. Brain Hive has more than 3,000 basic -- and non-interactive -- non-fiction and fiction eBooks for which school libraries pay $1 per student checkout. Books in the collection do offer bookmarking and note-taking capabilities.\u003c/p>\n\u003cp>Familiar books include those in the\u003cem> Boxcar Children\u003c/em> series, \u003cem>Franklin’s Thanksgiving\u003c/em> by Paulette Bourgeois and others from major publishers such as Random House. While the names may resonate, questions were raised when this was shown at June’s ISTE conference about what happens when checkouts exceed a school library budget. The answer? Titles become “\u003ca href=\"http://www.brainhive.com/Pages/FAQ.aspx\">temporarily unavailable\u003c/a>,” just as they might if a physical library ran out of copies.\u003c/p>\n\u003cp>So does this mean many of today’s young children will \u003cem>never\u003c/em> heft a physical tome? Unlikely. But they will come to understand that a book is more than its container, whether it’s paper or plastic.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. Full disclosure: he advised Capstone Digital on its plans for myON Reader in late 2010, but will never disclose his Lexile measure.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25179\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 480px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/going-retro-reading-apps-for-real-books/mzl-bjvfazrr-480x480-75-2/\" rel=\"attachment wp-att-25179\">\u003cimg class=\"size-full wp-image-25179\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751.jpg\" alt=\"\" width=\"480\" height=\"311\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751-400x259.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/mzl.bjvfazrr.480x480-751-320x207.jpg 320w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Reading Rainbow app\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">YouTube clips. Texting. Twitter. Facebook status updates.\u003c/p>\n\u003cp>The prevalence of short-attention-span media -- easily scanned or consumed -- has led to much hand-wringing over how students will develop that lifelong love of reading perceived to be so critical to lifelong learning.\u003c/p>\n\u003cp>One answer (in addition to “it’s not as bad as you think,” as a recent\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/beyond-texts-and-tweets-young-people-still-love-to-read-books/\"> Pew Research Center\u003c/a> study might be summarized) may be in adapting the function to the form. Which is to say to put real, and sometimes classic, children’s books on the latest digital devices via apps and the web.\u003c/p>\n\u003cp>That’s the tack several tech-oriented companies are taking with both fiction and non-fiction. And while the customer for each effort differs -- ranging from parents to teachers to librarians -- the emphasis is remarkably similar: instilling the love of reading and books early, even if there isn’t a physical book.\u003c/p>\n\u003cp>A handful of recent examples for this revenge of the retro:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>LIVING BOOKS.\u003c/strong> Your first reaction may be that “Living Books” sounds familiar. And it should. A startup, \u003ca href=\"http://wanderfulstorybooks.com/\">Wanderful\u003c/a>, is bringing back titles in the much-loved series that software company Broderbund originally produced two decades ago, at the dawn of the CD-ROM age.\u003c/p>\n\u003cp>No longer restricted to physical discs or desktop computers underpowered for multimedia, the updated titles are returning as $5 iPad iOS apps (and eligible for Apple’s Volume Purchase Program for Education), with plans to add Android versions after the first of the year. These newest Living \u003c!--more-->Books are being driven by leaders of the original team, including former Broderbund CTO Mickey W. Mantle (now CEO) and Living Books creator Mark Schlichting.\u003c/p>\n\u003cp>The five titles available now are \u003cem>Arthur’s Teacher Trouble\u003c/em>, \u003cem>The Tortoise and the Hare\u003c/em>,\u003cem> Little Monster at School\u003c/em>, \u003cem>Harry and the Haunted House\u003c/em> and most recently, \u003cem>The Berenstein Bears Get in a Fight\u003c/em>. Each includes multiple languages, interactive features for multi-touch devices and refreshed art work for higher-resolution displays that didn’t exist when cathode ray tubes reigned supreme. An\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/survey-for-young-kids-parents-prefer-reading-print-books/\">Study: Parents Prefer Reading Print Books to Young Kids\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/for-young-readers-print-or-digital-books/\">For Young Readers: Print or Digital?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/ipad-game-changing-device-latest-fad-or-the-future-of-education-how-about-all-three/\">iPad: Game-Changer or Fad?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>educator-focused Classroom Activities Guide is available for $2.99 as an in-app purchase, tying each storybook to reading, arts, math, social studies and other subjects with alignment to Common Core State Standards.\u003c/p>\n\u003cp>Wanderful’s Bill Hensley plans to have a free “sampler” app before the holidays (with a sample page of each title) and a second Arthur title, \u003cem>Arthur’s Birthday\u003c/em>, is slated for January.\u003c/p>\n\u003cp>\u003cstrong>READING RAINBOW. \u003c/strong>Earlier this year at the SXSWedu education technology conference, keynote speaker LeVar Burton (known, depending on one’s generation, as Kunta Kinte of \u003cem>Roots\u003c/em>, Geordi La Forge of \u003cem>Star Trek: The Next Generation\u003c/em> or the host of PBS’ long-running \u003cem>Reading Rainbow\u003c/em>) \u003ca href=\"http://www.youtube.com/watch?v=b52ZlO6tbmY&feature=plcp\">announced\u003c/a> to wild educator applause the return of \u003ca href=\"https://itunes.apple.com/us/app/reading-rainbow/id512350210?ls=1&mt=8\">Reading Rainbow\u003c/a> as an iPad app. Burton’s\u003ca href=\"http://www.rrkidz.com/\"> RRKidz \u003c/a>venture subsequently launched the app in June with 150 books, now up to 175 titles, sporting voice-overs, “light animations” and activities.\u003c/p>\n\u003cp>Designed for kids ages 3-9, the iPad app is free and includes one book; others are part of a $10/month subscription (or $30 for six months). A companion website gives parents updates on the amount of time kids spend reading and recommends new stories based on their interests. Publishers involved include Little, Brown, Holiday House and Peachtree Publishers. RRKIdz says popular titles, so far, include\u003cem> A Child’s Calendar \u003c/em>by John Updike and the\u003cem> I See I Learn\u003c/em> series by Stuart J. Murphy. Android? Expect it in the first quarter of 2013.\u003c/p>\n\u003cp>But those are books by the piece. What about books delivered by the digital pallet to school libraries and entire buildings?\u003c/p>\n\u003cp>\u003cstrong>MYON READER.\u003c/strong> Capstone Digital has put more than 3,000 digital book titles on its web- and iPad- friendly \u003ca href=\"http://www.thefutureinreading.com/content.html\">myOn Reader\u003c/a> enhanced eBook platform and expects to reach 4,000 by the end of the year. Each book is tied to Lexile measures for reading difficulty and ability level and has an embedded assessment. Most feature narration (for reading aloud), highlighting, a dictionary and other scaffolds which can be turned on or off as needed.\u003c/p>\n\u003cp>And in an era driven by recommendation engines, myOn suggests more reading based on student interests. Books come from more than two dozen \u003ca href=\"http://www.thefutureinreading.com/content.html\">publishers\u003c/a> such as Hachette, DK, Highlights and Capstone itself, ranging in reading level from early childhood to high school.\u003c/p>\n\u003cp>Because of the education customer focus, myOn Reader has an annual school subscription model. Capstone estimates more than 4.25 million books have been read since it launched in January 2011.\u003c/p>\n\u003cp>\u003cstrong>BRAIN HIVE. \u003c/strong>A different, pay-as-you go approach comes from \u003ca href=\"http://www.brainhive.com/Pages/How-It-Works.aspx\">Brain Hive\u003c/a>. It’s a free web-based platform that works with Mac and Windows computers, tablets with browsers and through a dedicated iPad app. Brain Hive has more than 3,000 basic -- and non-interactive -- non-fiction and fiction eBooks for which school libraries pay $1 per student checkout. Books in the collection do offer bookmarking and note-taking capabilities.\u003c/p>\n\u003cp>Familiar books include those in the\u003cem> Boxcar Children\u003c/em> series, \u003cem>Franklin’s Thanksgiving\u003c/em> by Paulette Bourgeois and others from major publishers such as Random House. While the names may resonate, questions were raised when this was shown at June’s ISTE conference about what happens when checkouts exceed a school library budget. The answer? Titles become “\u003ca href=\"http://www.brainhive.com/Pages/FAQ.aspx\">temporarily unavailable\u003c/a>,” just as they might if a physical library ran out of copies.\u003c/p>\n\u003cp>So does this mean many of today’s young children will \u003cem>never\u003c/em> heft a physical tome? Unlikely. But they will come to understand that a book is more than its container, whether it’s paper or plastic.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. Full disclosure: he advised Capstone Digital on its plans for myON Reader in late 2010, but will never disclose his Lexile measure.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_12474\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/indi/4259120807/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-12474\" title=\"indi.ca\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/indi.ca_-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>In our last post on finding \u003ca href=\"http://ww2.kqed.org/mindshift/tag/summer-slide/\">alternatives for the summer slide\u003c/a> (the loss of academic skills and practice during summer months), we focused on math skills. Practicing reading skills is also crucial to maintaining a learning regiment during the summer -- that much more so for low-income kids.\u003c/p>\n\u003cp>\"On average, middle-income students experience slight gains in reading performance over the summer months,\" according to \u003ca href=\"http://www.rif.org/us/literacy-resources/articles/primer-on-summer-reading-loss.htm\">Reading is Fundamental\u003c/a>. \"Low-income students experience an average summer learning loss in reading achievement of more than 2 months.\" This achievement loss is cumulative, accounting for the major gaps in reading levels between income levels once students reach middle and high school -- an up to \u003ca href=\"http://brettberk.com/wp-content/uploads/2009/07/april07asrfeature.pdf\">2 year gap\u003c/a> in some cases.\u003c/p>\n\u003cp>An article in \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/how-to-prevent-summer-reading-loss/2011/06/06/AGxmlgKH_blog.html\">The Washington Post\u003c/a> suggested several ways educators can do help, including offering students summer reading lists and distributing books.\u003c!--more-->\u003c/p>\n\u003cp>It's that last piece that's crucial. Despite the emphasis on MindShift around new technologies that will help us learn, let's forget the buzz about e-books and interactive book apps for a minute just to stress the importance of reading in all forms, including from good, old fashioned print. Many schools, \u003ca href=\"http://www.cslpreads.org/\">libraries\u003c/a>, community centers, \u003ca href=\"http://www.scholastic.com/summer/\">publishers\u003c/a> and \u003ca href=\"http://www.barnesandnoble.com/summerreading/index.asp\">bookstores\u003c/a> sponsor reading programs and challenges. For example:\u003c/p>\n\u003cul>\n\u003cli>The \u003ca href=\"http://www.scholastic.com/summer/\">Scholastic Summer Challenge\u003c/a> encourages kids to track their minutes, read books, and compete for prizes. Last summer, participants read a total of 52,710,368 minutes, and they're hoping to break the world record this summer\u003c/li>\n\u003cli>\u003ca href=\"http://www.barnesandnoble.com/summerreading/index.asp\">Barnes & Noble\u003c/a> is offering a free book for every 8 that a kid reads.\u003c/li>\n\u003c/ul>\n\u003cp>Educators and parents: what are you doing to help keep kids reading over the summer months?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It isn't just making sure kids can \u003ca href=\"http://teacherleaders.typepad.com/get_in_the_fracas/2011/06/reading8.html\">have their hands on books\u003c/a> (of some sort) for summer reading. There are lots of other hands-on activities that help children keep sharp over the summer vacation. Stay tuned next week for some DIY science and technology project suggestions.\u003c/p>\n\n",
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"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
"site": "radio",
"source": "npr"
},
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
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"id": "fresh-air",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
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