Ages ago there was a lot of research backing up listening to reading while 
reading along.  The thought being that if you saw (for example) the word 
"lasagna" while reading the word, then if you saw the word on your own you 
would/might recognize it.  Many words are repeated in a book if it's important 
to the book/plot which would up the odds of this happening.  I can't quote 
specific research though read a lot of it "back in the day".  Our K-2 buildings 
have implemented Daily 5, but I don't actually know the research of just 
listening in school, though I would liken it to listening at home.  It would 
potentially increase your receptive vocabulary and increase their schema of how 
stories work.  I do believe that if "the sisters" read all the books they 
reference, then they have pooled a great deal of valuable info into their 
process. Not sure if this was helpful, but hopefully! norma  An old man once 
said, "There comes a time in your life, when you walk away from all the drama 
and people who create it. You surround yourself with people who make you laugh. 
Forget the bad, and focus on the good. Love the people who treat you right, 
pray for the ones who don't. Life is too short to be anything but happy. 
Falling down is a part of life, getting back up is living."

---------- Original Message ----------
From: evelia cadet <[email protected]>
To: Mosaic Group <[email protected]>
Subject: [MOSAIC] Listening to reading
Date: Sat, 14 Jan 2012 16:52:00 -0500






Is anyone aware of research supporting listening to books?  I know is one of 
the five components of the Daily 5.  My students have been listening to books 
online and they are obsessed about it.  I am glad that they are enjoying this 
activity, however, I don't have sufficient information on how it benefits their 
reading.  I would love to hear your research, ideas or opinions.  Thank you. 
      
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