I am really curious about this question. Now that SO much reading is
done online it is harder to "level" the reading and find just the
right sites with the right reading level for the kids. A friend of
mine with lots of classroom experience said that when she started
using the Internet kids read what they were really interested in and
that they stretched to read passages that she would have thought too
high for them. What do you experience with your classes?
Janice
On page 149 Ellin argues for a more "moderate approach to book
selection."
She says she understands how students who consistently read things
that are too
easy or too hard can lose interest in reading but also believes that
readability formulas are very limited in utility and do not
account for student
schema and interest. What are your views on book selection and how
do you handle
this in your classroom? What is your belief system and how do you
use what
you believe to make decisions about what reading materials you use?
Janice Friesen
jani...@jfriesen.net
"An adult can't expect to teach a 6 year old how to
swim without getting wet."
We can't expect to effectively prepare students for their future
education,
career, civic and personal activities without fully embracing Web 2.0 in
schools.
Quote from Nancy Willard in email
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