James S. Jacobs

READING ALOUD TO STUDENTS: A NATIONAL PROBABILITY STUDY OF CLASSROOM READING PRACTICES OF ELEMENTARY SCHOOL TEACHERS

Elementary teachers have been encouraged to share literature with their students by reading to them daily and recommending books. Although such suggestions are common, little is known about the number of teachers who read to their students regularly and how often this practice occurs across the elementary grades. In this study, 1,874 elementary teachers were surveyed nationally to determine how often they read to their students. Teachers reported how many of the last ten school days they read to their students. Results include the finding that much more teacher reading of books to students occurs in the primary grades compared with the intermediate grades. Also, primary-grade teachers frequently read picture books to their students while intermediate grade teachers read chapter books most often. Informational books are not often read by teachers to students in any of the elementary grades. Discussion of the results centers around reading aloud in the primary and intermediate grades, picture and chapter-book reading, informational book reading, and introducing and recommending books.Elementary teachers have been encouraged to share literature with their students by reading to them daily and recommending books. Although such suggestions are common, little is known about the number of teachers who read to their students regularly and how often this practice occurs across the elementary grades. In this study, 1,874 elementary teachers were surveyed nationally to determine how often they read to their students. Teachers reported how many of the last ten school days they read to their students. Results include the finding that much more teacher reading of books to students occurs in the primary grades compared with the intermediate grades. Also, primary-grade teachers frequently read picture books to their students while intermediate grade teachers read chapter books most often. Informational books are not often read by teachers to students in any of the elementary grades. Discussion of the results centers around reading aloud in the primary and intermediate grades, picture and chapter-bo...

Do teachers who read personally use recommended literacy practices in their classrooms

Abstract Elementary teachers have been encouraged to serve as models of reading for their students. They have also been advised to implement specific literacy instructional practices in their classrooms. Although such suggestions are common and are considered to be sound advice, the research literature offers limited support for them. In this study, 1874 elementary teachers nationwide were surveyed to determine their level of commitment as readers, as well as to establish their use of recommended literacy instructional practices. Among the results was a significant linear relationship between teachers who read personally and their use of recommended literacy practices in their classrooms. Significant results were also found regarding differences among teachers by grade level, teacher age, and years of teaching experience. Specific recommendations are provided based on results of the survey.

The Origins and History of American Children's Literature.

Books meant for young readers did not appear until scholars such as John Locke began to suggest a more modern concept of childhood. Though the eighteenth century saw the establishment and growth of childrens book publishing, it was as late as the nineteenth century when childrens literature truly came of age. This article traces the development of American childrens literature from its early European roots to the rich and diverse literary offerings available to young readers in the twenty-first century.