Five touchstones for parents teaching kids to read — starting at birth
What's Going On In Your Child's Brain When You Read Them A Story?
Children Learn Best From Storybooks When Characters Are Realistic
How Reading Aloud to Therapy Dogs Can Help Struggling Kids
What Types of Sound Experiences Enable Children to Learn Best?
How Audiobooks Can Help Kids Who Struggle with Reading
Finding the Math in Storybooks for Young Children
Why Reading Aloud to Older Children Is Valuable
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Published by Avery, an imprint of Penguin Publishing Group, a division of Penguin Random House, LLC. Copyright © 2022 by Maya Payne Smart.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading is taught, not caught. This phrase has been in circulation for decades, but it bears repeating with each new generation of parents, and it has never been more fully supported by compelling evidence. \u003c/span>\u003ca>\u003cspan style=\"font-weight: 400\">Learning to read\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a complex, unnatural, years-long odyssey, and parents should bear no illusions that their kids will pick it up merely by watching other people read or being surrounded by books.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents are influential in helping kids navigate the twists and turns that lead to literacy. I offer five teaching tenets to carry with you. Don’t worry, there are no scripted sequences, rigid rules, or worksheets forthcoming. These are principles any parent can remember and apply with ease during long, busy days with young children. Some of the five you may know instinctually. Others may have never crossed your mind. All deserve to be hallmarks of the way we approach raising readers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignright wp-image-60169\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/READING-FOR-OUR-LIVES-cover-art-800x1208.jpg\" alt=\"Reading for Our Lives book cover\" width=\"250\" height=\"378\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/READING-FOR-OUR-LIVES-cover-art-800x1208.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/READING-FOR-OUR-LIVES-cover-art-1020x1540.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/READING-FOR-OUR-LIVES-cover-art-160x242.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/READING-FOR-OUR-LIVES-cover-art-768x1160.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/READING-FOR-OUR-LIVES-cover-art-1017x1536.jpg 1017w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/READING-FOR-OUR-LIVES-cover-art-1356x2048.jpg 1356w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/READING-FOR-OUR-LIVES-cover-art-1920x2900.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/READING-FOR-OUR-LIVES-cover-art-scaled.jpg 1695w\" sizes=\"(max-width: 250px) 100vw, 250px\">These touchstones are research-backed and parent-approved. Personally, I’ve found that returning to these principles, even now that my daughter is a strong, fluent, and independent reader, still makes a difference for her, me, and our relationship. Ultimately, they are calls to be a more patient, more responsive, and more purposeful parent in every context.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">May you find the same comfort, wisdom, and practical guidance in them that I did. Take them to heart. Repeat them like mantras if you like. And remember, the sooner you embrace them, the better this journey gets.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>It’s What You Say — and How You Say It\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Spurring literacy development, like teaching of any kind, is about creating shared meaning between you and your little one. And that requires meeting them where they are, capturing their attention, engaging in back-and-forth exchanges, and also providing the stimulation that helps them to their next level. Parents’ actions such as asking questions vs. giving directives, introducing novel vocabulary, and arranging words and phrases in advanced ways all affect kids’ language development. But parent responsiveness plays a major role as well, for example how reliably and enthusiastically you respond to your child’s speech and actions. As Harvard pediatrics professor Jack Shonkoff puts it, “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57373/why-we-need-to-pay-more-attention-to-the-youngest-children-right-now-and-their-parents\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Reciprocal and dynamic interactions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> . . . provide what nothing else in the world can offer — experiences that are individualized to the child’s unique personality style, that build on his or her own interests, capabilities, and initiative, that shape the child’s self-awareness, and that stimulate the child’s growth and development.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So we must have the awareness to let a child’s age or language ability affect the content and tenor of our speech. Studies provide evidence that infants and young toddlers, for example, benefit from conversations about the here and now with us pointing and gesturing to label objects in our immediate surroundings or on the pages of books we’re reading together. And parentese is the speaking style of choice. Slower, higher pitched, and more exaggerated than typical speech, it’s been thought to advance infants’ language learning because of the ways it simplifies the structure of language and evokes a response from babies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With older toddlers and preschoolers, we should keep examining what we’re saying and how, but update the range of things we consider. It’s no longer necessary to speak at a slow pace or nearly an octave higher than normal to aid a child’s language development. By 30 months, the variety and sophistication of parents' word choices may have a greater influence on kids’ vocabulary growth. By 42 months, talking about things beyond the present, such as delving into memories of the past or discussions of what will happen in the future, is positively related to kids’ vocabulary skills a year later.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it’s unnatural and unrealistic to monitor yourself all day, the thing to remember is that our words and responsiveness fuel powerful learning for kids. Set aside ten minutes a day of mindful communication, focusing on your baby, your words, and the interplay between them. Over time the focused practice will create habits that spill over into other conversations, too.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning Takes Time — and Space\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">We live in a catch-up culture, where people feel perpetually behind and forced to hustle near the finish line after being waylaid by hurdle after hurdle. This contributes to the (false) belief that we can make up in intensity what we lack in good pacing. But we can’t cram kids’ way to reading.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ask any learning scientist about the relative merits of massing study together versus spreading it out over time. They’ll tell you that spacing between sessions boosts retention of the material. The proof of the principle (known as spaced learning, interleaving, or distributed practice) shows up all over the place. Numerous studies across the human life span, from early childhood through the senior years, have documented its power. And there’s evidence of the benefits of spaced study across a wide range of to-be-learned material, such as pictures, faces, and foreign language vocabulary and grammar.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even learners taking CPR courses performed better if their classes were spaced out. So if you want your child to remember what you’re teaching, digging into it for ten minutes a day for three days likely will beat a half-hour deep dive. The spacing effect is among the field of psychology’s most replicated findings.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Incidentally, a study found that a bias for massed learning emerges in kids in the early elementary school years, so you’re in good company if the approach feels counterintuitive. In the preschool years, the kids were as likely to think learning something bit by bit over time was as effective as learning it in a clump. During elementary school, though, the kids started predicting that massed learning would be better at promoting memory than spaced learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maybe the teaching methods employed in so many classrooms give kids (and parents) the impression that repetition, repetition, repetition in one sitting is the way knowledge sticks in memory. Want to learn your spelling words? Write them over and over again in different colored pencils. Want to practice your handwriting? Fill that page with well-formed letters.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Spacing things out may feel inefficient, but it’s more effective, more fun, and a better fit for daily life with young kids. Parents have a natural advantage in teaching more gradually, because we are with kids for hours a day over the course of years. We aren’t under intense time pressure, at least over the long term, removed as we are from the confines of a school day or school year. Nor do we have to find a way to meet the needs of twenty-five kids or more at once.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And keep in mind that the lessons we give needn’t be formal. Teaching young children often looks like talking, playing, and singing. I once ordered a home spelling program that included what felt like 50 million individual magnetic letter color-coded index cards, and scripted teaching procedures. I was so tired from separating and organizing all the materials that I never got around to working through the curriculum with my daughter.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, conversation over a few games of prefix bingo one week taught her more about prefixes, suffixes, and units of meaning within words than the elaborate curriculum did. Why? Because that was the method I enjoyed and followed through on — the one that worked within the context of our relationship and our attention spans. She loves board games; I love talking about words. Win-win. The takeaway: do what works for you, and do it a little at a time.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The More Personal the Lesson, the Better\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Helping your child learn to read requires making decision after decision. Which letters or words to teach? Which song to sing or story to tell? When making the calls, err on the side of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/personalized-learning\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">making the lessons themselves personally meaningful\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for your child. Sometimes it’s as straightforward as teaching the child the letters in their name first, making up songs and stories featuring their pets, or choosing vocabulary words from their favorite books. Sometimes it’s as deep as practicing fluency by reading aloud texts that affirm and sustain a child’s cultural heritage or community.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help conceptualize this, researchers have defined three levels of personal relevance, from mere association to usefulness to identification. When a reading lesson centers on a passage about the student’s sport of choice (say, soccer), that’s making a personal association. If you can make it clear how the lesson itself is advancing a goal the child is after (like joining wordplay with older siblings), even better. But if you can make the activity resonate with the child’s sense of self, you’re really cooking with grease. This is what’s going on when a little one named Anna sees the letter A and says, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">That’s my letter!\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> She’s owning it — and identifying with it. It matters to her and she learns it quickly.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The power of personal meaning also helps explain why parents so often find that something that worked like a charm with one child falls flat with another. Kids’ associations, judgments of usefulness, and identities vary widely, even when they grow up under the same roof. Locking in on what makes your individual learner tick and facilitating resonant experiences just for them is golden.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Luckily, you have a built-in feedback mechanism for determining what’s working: your child. Even infants express preferences. A little one might reach for the same book with bold illustrations or lift-up flaps over and over again. You may also find that what gives the lesson meaning is you — your demeanor, your engagement, and your responsiveness can be tremendous motivators.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Praise the Process\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">You’re voluntarily reading a parenting book, so I’ll venture that you value learning and have confidence that you’ll reap some benefit from the effort you put into acting on the tips compiled here. You believe that you can know more, teach better, and make an impact. And I imagine that you want your child to feel the same sense of self-assurance as they pursue their own challenges.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to cultivate that can-do spirit is by cheering on their hard work, focus, and determination by name. Instead of giving generic praise like “You’re so smart,” say specifically what you loved about how they learned — not just the results. For example, if your little one is beginning to write letters: “Great job picking up the pencil and writing. I see you working to hold it in your grasp.” You’ll celebrate their work and lay the motivational track for other efforts to come.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research by psychologist Carol Dweck and others has found evidence that when parents praise kids’ effort in the learning process — not outcomes — it impacts their kids’ belief that they can improve their ability with effort. With that growth mindset, they are more likely to think they can get smarter if they work at it, a trait that boosts learning and achievement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a longitudinal study, Dweck and colleagues traced the whole path of these relations, from parents uttering things like “Good job working hard” when their kids were 1 to 3 years old, to testing those same kids’ academic achievement in late elementary school. They found evidence that this process-related praise predicted a growth mindset in children, which contributed to strong performance in math and reading comprehension later on in fourth grade. The study also found evidence that parents established their praise style (more process-focused, or less so) early on. So learn how to give meaningful compliments. The positive vibes leave lasting impressions.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>When in Doubt, Look It Up\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">This was my dad’s go-to saying when I peppered him with questions as a kid. A good reference guide, in our case a giant Webster’s dictionary that he kept on a wooden stand in his office, was always the first stop for a spelling, definition, or example. His words remain with me, reminding me how important it is to continue learning as we endeavor to teach our kids. My dad didn’t have all the answers and wasn’t afraid to learn alongside me.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to nurturing and teaching reading, we should stay curious and work to deepen our content knowledge, versus falling back on instructional methods that are more familiar than effective. For example, parents often do things like tell kids to sound out words like \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">right\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">people\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, and\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> sign\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> that can’t be, well, sounded out. These words clearly don’t feature direct letter-sound matches, but our default response to any decoding question, phonetic or not, is “sound it out.” The lesson a child needs in those instances isn’t how to blend this letter sound into that one, but how the English language and its writing system work overall.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, if we decide to teach spelling, we should make it a priority to learn something about word origins and get a handle on conventional letter-sequence patterns. Having a child write a word over and over again is one method, but it’s one you’ll probably feel more comfortable letting go of as you know more about why we spell how we do. When we’re well informed about how written English works and how reading develops, we can take advantage of the countless teachable moments in everyday life.\u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cimg class=\"alignleft wp-image-60166\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Maya-Smart-_cr_Amanda-Evans_userfriendly.jpeg\" alt=\"Maya Payne Smart\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Maya-Smart-_cr_Amanda-Evans_userfriendly.jpeg 601w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Maya-Smart-_cr_Amanda-Evans_userfriendly-160x240.jpeg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003ca href=\"https://twitter.com/MayaSmart\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Maya Payne Smart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a writer, parent educator and literacy advocate who has served on the boards of numerous library and literacy organizations. She and her family live in Milwaukee, where she serves as affiliated faculty in educational policy and leadership in the College of Education at Marquette University. Her website, \u003c/span>\u003ca href=\"http://mayasmart.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">MayaSmart.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, publishes new book lists, literacy activities, and other free family resources weekly to help parents play their dual roles as first teachers and educational advocates.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Parents are influential in children's early literacy development. In her book \"Reading for Our Lives: A Literacy Action Plan from Birth to Six,\" Maya Payne Smart offers five research-backed teaching tenets to help parents.","status":"publish","parent":0,"modified":1672086542,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":2530},"headData":{"title":"Five touchstones for parents teaching kids to read — starting at birth - MindShift","description":"Parents are influential in children's early literacy development. Maya Payne Smart offers five research-backed teaching tenets to help parents.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60079/five-touchstones-for-parents-teaching-kids-to-read-starting-at-birth","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://www.penguinrandomhouse.com/books/670701/reading-for-our-lives-by-maya-payne-smart/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Reading for Our Lives: A Literacy Action Plan from Birth to Six\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Maya Payne Smart. Published by Avery, an imprint of Penguin Publishing Group, a division of Penguin Random House, LLC. Copyright © 2022 by Maya Payne Smart.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading is taught, not caught. This phrase has been in circulation for decades, but it bears repeating with each new generation of parents, and it has never been more fully supported by compelling evidence. \u003c/span>\u003ca>\u003cspan style=\"font-weight: 400\">Learning to read\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a complex, unnatural, years-long odyssey, and parents should bear no illusions that their kids will pick it up merely by watching other people read or being surrounded by books.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents are influential in helping kids navigate the twists and turns that lead to literacy. I offer five teaching tenets to carry with you. Don’t worry, there are no scripted sequences, rigid rules, or worksheets forthcoming. These are principles any parent can remember and apply with ease during long, busy days with young children. Some of the five you may know instinctually. Others may have never crossed your mind. All deserve to be hallmarks of the way we approach raising readers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignright wp-image-60169\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/READING-FOR-OUR-LIVES-cover-art-800x1208.jpg\" alt=\"Reading for Our Lives book cover\" width=\"250\" height=\"378\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/READING-FOR-OUR-LIVES-cover-art-800x1208.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/READING-FOR-OUR-LIVES-cover-art-1020x1540.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/READING-FOR-OUR-LIVES-cover-art-160x242.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/READING-FOR-OUR-LIVES-cover-art-768x1160.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/READING-FOR-OUR-LIVES-cover-art-1017x1536.jpg 1017w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/READING-FOR-OUR-LIVES-cover-art-1356x2048.jpg 1356w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/READING-FOR-OUR-LIVES-cover-art-1920x2900.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/READING-FOR-OUR-LIVES-cover-art-scaled.jpg 1695w\" sizes=\"(max-width: 250px) 100vw, 250px\">These touchstones are research-backed and parent-approved. Personally, I’ve found that returning to these principles, even now that my daughter is a strong, fluent, and independent reader, still makes a difference for her, me, and our relationship. Ultimately, they are calls to be a more patient, more responsive, and more purposeful parent in every context.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">May you find the same comfort, wisdom, and practical guidance in them that I did. Take them to heart. Repeat them like mantras if you like. And remember, the sooner you embrace them, the better this journey gets.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>It’s What You Say — and How You Say It\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Spurring literacy development, like teaching of any kind, is about creating shared meaning between you and your little one. And that requires meeting them where they are, capturing their attention, engaging in back-and-forth exchanges, and also providing the stimulation that helps them to their next level. Parents’ actions such as asking questions vs. giving directives, introducing novel vocabulary, and arranging words and phrases in advanced ways all affect kids’ language development. But parent responsiveness plays a major role as well, for example how reliably and enthusiastically you respond to your child’s speech and actions. As Harvard pediatrics professor Jack Shonkoff puts it, “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57373/why-we-need-to-pay-more-attention-to-the-youngest-children-right-now-and-their-parents\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Reciprocal and dynamic interactions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> . . . provide what nothing else in the world can offer — experiences that are individualized to the child’s unique personality style, that build on his or her own interests, capabilities, and initiative, that shape the child’s self-awareness, and that stimulate the child’s growth and development.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So we must have the awareness to let a child’s age or language ability affect the content and tenor of our speech. Studies provide evidence that infants and young toddlers, for example, benefit from conversations about the here and now with us pointing and gesturing to label objects in our immediate surroundings or on the pages of books we’re reading together. And parentese is the speaking style of choice. Slower, higher pitched, and more exaggerated than typical speech, it’s been thought to advance infants’ language learning because of the ways it simplifies the structure of language and evokes a response from babies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With older toddlers and preschoolers, we should keep examining what we’re saying and how, but update the range of things we consider. It’s no longer necessary to speak at a slow pace or nearly an octave higher than normal to aid a child’s language development. By 30 months, the variety and sophistication of parents' word choices may have a greater influence on kids’ vocabulary growth. By 42 months, talking about things beyond the present, such as delving into memories of the past or discussions of what will happen in the future, is positively related to kids’ vocabulary skills a year later.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While it’s unnatural and unrealistic to monitor yourself all day, the thing to remember is that our words and responsiveness fuel powerful learning for kids. Set aside ten minutes a day of mindful communication, focusing on your baby, your words, and the interplay between them. Over time the focused practice will create habits that spill over into other conversations, too.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning Takes Time — and Space\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">We live in a catch-up culture, where people feel perpetually behind and forced to hustle near the finish line after being waylaid by hurdle after hurdle. This contributes to the (false) belief that we can make up in intensity what we lack in good pacing. But we can’t cram kids’ way to reading.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ask any learning scientist about the relative merits of massing study together versus spreading it out over time. They’ll tell you that spacing between sessions boosts retention of the material. The proof of the principle (known as spaced learning, interleaving, or distributed practice) shows up all over the place. Numerous studies across the human life span, from early childhood through the senior years, have documented its power. And there’s evidence of the benefits of spaced study across a wide range of to-be-learned material, such as pictures, faces, and foreign language vocabulary and grammar.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even learners taking CPR courses performed better if their classes were spaced out. So if you want your child to remember what you’re teaching, digging into it for ten minutes a day for three days likely will beat a half-hour deep dive. The spacing effect is among the field of psychology’s most replicated findings.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Incidentally, a study found that a bias for massed learning emerges in kids in the early elementary school years, so you’re in good company if the approach feels counterintuitive. In the preschool years, the kids were as likely to think learning something bit by bit over time was as effective as learning it in a clump. During elementary school, though, the kids started predicting that massed learning would be better at promoting memory than spaced learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maybe the teaching methods employed in so many classrooms give kids (and parents) the impression that repetition, repetition, repetition in one sitting is the way knowledge sticks in memory. Want to learn your spelling words? Write them over and over again in different colored pencils. Want to practice your handwriting? Fill that page with well-formed letters.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Spacing things out may feel inefficient, but it’s more effective, more fun, and a better fit for daily life with young kids. Parents have a natural advantage in teaching more gradually, because we are with kids for hours a day over the course of years. We aren’t under intense time pressure, at least over the long term, removed as we are from the confines of a school day or school year. Nor do we have to find a way to meet the needs of twenty-five kids or more at once.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And keep in mind that the lessons we give needn’t be formal. Teaching young children often looks like talking, playing, and singing. I once ordered a home spelling program that included what felt like 50 million individual magnetic letter color-coded index cards, and scripted teaching procedures. I was so tired from separating and organizing all the materials that I never got around to working through the curriculum with my daughter.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, conversation over a few games of prefix bingo one week taught her more about prefixes, suffixes, and units of meaning within words than the elaborate curriculum did. Why? Because that was the method I enjoyed and followed through on — the one that worked within the context of our relationship and our attention spans. She loves board games; I love talking about words. Win-win. The takeaway: do what works for you, and do it a little at a time.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The More Personal the Lesson, the Better\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Helping your child learn to read requires making decision after decision. Which letters or words to teach? Which song to sing or story to tell? When making the calls, err on the side of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/personalized-learning\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">making the lessons themselves personally meaningful\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for your child. Sometimes it’s as straightforward as teaching the child the letters in their name first, making up songs and stories featuring their pets, or choosing vocabulary words from their favorite books. Sometimes it’s as deep as practicing fluency by reading aloud texts that affirm and sustain a child’s cultural heritage or community.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help conceptualize this, researchers have defined three levels of personal relevance, from mere association to usefulness to identification. When a reading lesson centers on a passage about the student’s sport of choice (say, soccer), that’s making a personal association. If you can make it clear how the lesson itself is advancing a goal the child is after (like joining wordplay with older siblings), even better. But if you can make the activity resonate with the child’s sense of self, you’re really cooking with grease. This is what’s going on when a little one named Anna sees the letter A and says, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">That’s my letter!\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> She’s owning it — and identifying with it. It matters to her and she learns it quickly.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The power of personal meaning also helps explain why parents so often find that something that worked like a charm with one child falls flat with another. Kids’ associations, judgments of usefulness, and identities vary widely, even when they grow up under the same roof. Locking in on what makes your individual learner tick and facilitating resonant experiences just for them is golden.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Luckily, you have a built-in feedback mechanism for determining what’s working: your child. Even infants express preferences. A little one might reach for the same book with bold illustrations or lift-up flaps over and over again. You may also find that what gives the lesson meaning is you — your demeanor, your engagement, and your responsiveness can be tremendous motivators.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Praise the Process\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">You’re voluntarily reading a parenting book, so I’ll venture that you value learning and have confidence that you’ll reap some benefit from the effort you put into acting on the tips compiled here. You believe that you can know more, teach better, and make an impact. And I imagine that you want your child to feel the same sense of self-assurance as they pursue their own challenges.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to cultivate that can-do spirit is by cheering on their hard work, focus, and determination by name. Instead of giving generic praise like “You’re so smart,” say specifically what you loved about how they learned — not just the results. For example, if your little one is beginning to write letters: “Great job picking up the pencil and writing. I see you working to hold it in your grasp.” You’ll celebrate their work and lay the motivational track for other efforts to come.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research by psychologist Carol Dweck and others has found evidence that when parents praise kids’ effort in the learning process — not outcomes — it impacts their kids’ belief that they can improve their ability with effort. With that growth mindset, they are more likely to think they can get smarter if they work at it, a trait that boosts learning and achievement.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a longitudinal study, Dweck and colleagues traced the whole path of these relations, from parents uttering things like “Good job working hard” when their kids were 1 to 3 years old, to testing those same kids’ academic achievement in late elementary school. They found evidence that this process-related praise predicted a growth mindset in children, which contributed to strong performance in math and reading comprehension later on in fourth grade. The study also found evidence that parents established their praise style (more process-focused, or less so) early on. So learn how to give meaningful compliments. The positive vibes leave lasting impressions.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>When in Doubt, Look It Up\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">This was my dad’s go-to saying when I peppered him with questions as a kid. A good reference guide, in our case a giant Webster’s dictionary that he kept on a wooden stand in his office, was always the first stop for a spelling, definition, or example. His words remain with me, reminding me how important it is to continue learning as we endeavor to teach our kids. My dad didn’t have all the answers and wasn’t afraid to learn alongside me.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to nurturing and teaching reading, we should stay curious and work to deepen our content knowledge, versus falling back on instructional methods that are more familiar than effective. For example, parents often do things like tell kids to sound out words like \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">right\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">people\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, and\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> sign\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> that can’t be, well, sounded out. These words clearly don’t feature direct letter-sound matches, but our default response to any decoding question, phonetic or not, is “sound it out.” The lesson a child needs in those instances isn’t how to blend this letter sound into that one, but how the English language and its writing system work overall.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, if we decide to teach spelling, we should make it a priority to learn something about word origins and get a handle on conventional letter-sequence patterns. Having a child write a word over and over again is one method, but it’s one you’ll probably feel more comfortable letting go of as you know more about why we spell how we do. When we’re well informed about how written English works and how reading develops, we can take advantage of the countless teachable moments in everyday life.\u003c/span>\u003c/p>\n\u003cp>\u003cem>\u003cimg class=\"alignleft wp-image-60166\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Maya-Smart-_cr_Amanda-Evans_userfriendly.jpeg\" alt=\"Maya Payne Smart\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Maya-Smart-_cr_Amanda-Evans_userfriendly.jpeg 601w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Maya-Smart-_cr_Amanda-Evans_userfriendly-160x240.jpeg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003ca href=\"https://twitter.com/MayaSmart\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Maya Payne Smart\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a writer, parent educator and literacy advocate who has served on the boards of numerous library and literacy organizations. She and her family live in Milwaukee, where she serves as affiliated faculty in educational policy and leadership in the College of Education at Marquette University. Her website, \u003c/span>\u003ca href=\"http://mayasmart.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">MayaSmart.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, publishes new book lists, literacy activities, and other free family resources weekly to help parents play their dual roles as first teachers and educational advocates.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60079/five-touchstones-for-parents-teaching-kids-to-read-starting-at-birth","authors":["4354"],"categories":["mindshift_21491","mindshift_21385"],"tags":["mindshift_20720","mindshift_21414","mindshift_444","mindshift_1037","mindshift_21465"],"featImg":"mindshift_60406","label":"mindshift"},"mindshift_51281":{"type":"posts","id":"mindshift_51281","meta":{"index":"posts_1591205157","site":"mindshift","id":"51281","score":null,"sort":[1527222751000]},"guestAuthors":[],"slug":"whats-going-on-in-your-childs-brain-when-you-read-them-a-story","title":"What's Going On In Your Child's Brain When You Read Them A Story?","publishDate":1527222751,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\"I want The Three Bears!\"\u003c/p>\n\u003cp>These days parents, caregivers and teachers have lots of options when it comes to fulfilling that request. You can read a picture book, put on a cartoon, play an audiobook, or even ask Alexa.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.eurekalert.org/pub_releases/2018-05/pas-nsm042618.php\" target=\"_blank\" rel=\"noopener\">newly published study\u003c/a> gives some insight into what may be happening inside young children's brains in each of those situations. And, says lead author Dr. John Hutton, there is an apparent \"Goldilocks effect\" — some kinds of storytelling may be \"too cold\" for children, while others are \"too hot.\" And, of course, some are \"just right.\"\u003c/p>\n\u003cp>Hutton is a researcher and pediatrician at Cincinnati Children's Hospital with a special interest in \"emergent literacy\" — the process of learning to read.\u003c/p>\n\u003cp>For the study, 27 children around age 4 went into an \u003ca href=\"http://fmri.ucsd.edu/Research/whatisfmri.html\">FMRI\u003c/a> machine. They were presented with stories in three conditions: audio only; the illustrated pages of a storybook with an audio voiceover; and an animated cartoon. All three versions came from the Web site of \u003ca href=\"https://www.npr.org/books/authors/445040741/robert-n-munsch\">Canadian author Robert Munsch\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While the children paid attention to the stories, the MRI, the machine scanned for activation within certain brain networks, and connectivity between the networks.\u003c/p>\n\u003cp>\"We went into it with an idea in mind of what brain networks were likely to be influenced by the story,\" Hutton explains. One was language. One was visual perception. The third is called visual imagery. The fourth was the default mode network, which Hutton calls, \"the seat of the soul, internal reflection — how something matters to you.\"\u003c/p>\n\u003cp>The \u003ca href=\"https://www.npr.org/sections/13.7/2016/06/17/481977405/why-do-our-minds-wander\">default mode network\u003c/a> includes regions of the brain that appear more active when someone is \u003cem>not\u003c/em> actively concentrating on a designated mental task involving the outside world.\u003c/p>\n\u003cp>In terms of Hutton's \"Goldilocks effect,\" here's what the researchers found:\u003c/p>\n\u003cp>In the audio-only condition (too cold): language networks were activated, but there was less connectivity overall. \"There was more evidence the children were straining to understand.\"\u003c/p>\n\u003cp>In the animation condition (too hot): there was a lot of activity in the audio and visual perception networks, but not a lot of connectivity among the various brain networks. \"The language network was working to keep up with the story,\" says Hutton. \"Our interpretation was that the animation was doing all the work for the child. They were expending the most energy just figuring out what it means.\" The children's comprehension of the story was the worst in this condition.\u003c/p>\n\u003cp>The illustration condition was what Hutton called \"just right\".\u003c/p>\n\u003cp>When children could see illustrations, language-network activity dropped a bit compared to the audio condition. Instead of only paying attention to the words, Hutton says, the children's understanding of the story was \"scaffolded\" by having the images as clues.\u003c/p>\n\u003cp>\"Give them a picture and they have a cookie to work with,\" he explains. \"With animation it's all dumped on them all at once and they don't have to do any of the work.\"\u003c/p>\n\u003cp>Most importantly, in the illustrated book condition, researchers saw increased connectivity between — and among — all the networks they were looking at: visual perception, imagery, default mode and language.\u003c/p>\n\u003cp>\"For 3- to 5-year-olds, the imagery and default mode networks mature late, and take practice to integrate with the rest of the brain,\" Hutton explains. \"With animation you may be missing an opportunity to develop them.\"\u003c/p>\n\u003cp>When we read to our children, they are doing more work than meets the eye. \"It's that muscle they're developing bringing the images to life in their minds.\"\u003c/p>\n\u003cp>Hutton's concern is that in the longer term, \"kids who are exposed to too much animation are going to be at risk for developing not enough integration.\"\u003c/p>\n\u003cp>Overwhelmed by the demands of processing language, without enough practice, they may also be less skilled at forming mental pictures based on what they read, much less reflecting on the content of a story. This is the stereotype of a \"reluctant reader\" whose brain is not well-versed in getting the most out of a book.\u003c/p>\n\u003cp>One interesting note is that, because of the constraints of an MRI machine, which encloses and immobilizes your body, the story-with-illustrations condition wasn't actually as good as reading on Mom or Dad's lap.\u003c/p>\n\u003cp>The emotional bonding and physical closeness, Hutton says, were missing. So were the exchanges known as \"dialogic reading,\" where caregivers point out specific words or prompt children to \"show me the cat?\" in a picture. \"That's a whole other layer,\" of building reading Hutton says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In an ideal world, you would always be there to read to your child. The results of this small, preliminary study also suggest that, when parents do turn to electronic devices for young children, they should gravitate toward the most stripped-down version of a narrated, illustrated ebook, as opposed to either audio-only or animation.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What%27s+Going+On+In+Your+Child%27s+Brain+When+You+Read+Them+A+Story%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"There are many ways young children encounter stories. A new study finds a \"Goldilocks effect,\" where a cartoon may be \"too hot\" and audiobooks \"too cold\" for learning readers.","status":"publish","parent":0,"modified":1527222751,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":825},"headData":{"title":"What's Going On In Your Child's Brain When You Read Them A Story? | KQED","description":"There are many ways young children encounter stories. A new study finds a "Goldilocks effect," where a cartoon may be "too hot" and audiobooks "too cold" for learning readers.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"51281 https://ww2.kqed.org/mindshift/?p=51281","disqusUrl":"https://ww2.kqed.org/mindshift/2018/05/24/whats-going-on-in-your-childs-brain-when-you-read-them-a-story/","disqusTitle":"What's Going On In Your Child's Brain When You Read Them A Story?","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz","nprImageAgency":"NPR","nprStoryId":"611609366","nprApiLink":"http://api.npr.org/query?id=611609366&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/ed/2018/05/24/611609366/whats-going-on-in-your-childs-brain-when-you-read-them-a-story?ft=nprml&f=611609366","nprRetrievedStory":"1","nprPubDate":"Thu, 24 May 2018 06:05:00 -0400","nprStoryDate":"Thu, 24 May 2018 06:05:05 -0400","nprLastModifiedDate":"Thu, 24 May 2018 06:05:05 -0400","path":"/mindshift/51281/whats-going-on-in-your-childs-brain-when-you-read-them-a-story","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"I want The Three Bears!\"\u003c/p>\n\u003cp>These days parents, caregivers and teachers have lots of options when it comes to fulfilling that request. You can read a picture book, put on a cartoon, play an audiobook, or even ask Alexa.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.eurekalert.org/pub_releases/2018-05/pas-nsm042618.php\" target=\"_blank\" rel=\"noopener\">newly published study\u003c/a> gives some insight into what may be happening inside young children's brains in each of those situations. And, says lead author Dr. John Hutton, there is an apparent \"Goldilocks effect\" — some kinds of storytelling may be \"too cold\" for children, while others are \"too hot.\" And, of course, some are \"just right.\"\u003c/p>\n\u003cp>Hutton is a researcher and pediatrician at Cincinnati Children's Hospital with a special interest in \"emergent literacy\" — the process of learning to read.\u003c/p>\n\u003cp>For the study, 27 children around age 4 went into an \u003ca href=\"http://fmri.ucsd.edu/Research/whatisfmri.html\">FMRI\u003c/a> machine. They were presented with stories in three conditions: audio only; the illustrated pages of a storybook with an audio voiceover; and an animated cartoon. All three versions came from the Web site of \u003ca href=\"https://www.npr.org/books/authors/445040741/robert-n-munsch\">Canadian author Robert Munsch\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While the children paid attention to the stories, the MRI, the machine scanned for activation within certain brain networks, and connectivity between the networks.\u003c/p>\n\u003cp>\"We went into it with an idea in mind of what brain networks were likely to be influenced by the story,\" Hutton explains. One was language. One was visual perception. The third is called visual imagery. The fourth was the default mode network, which Hutton calls, \"the seat of the soul, internal reflection — how something matters to you.\"\u003c/p>\n\u003cp>The \u003ca href=\"https://www.npr.org/sections/13.7/2016/06/17/481977405/why-do-our-minds-wander\">default mode network\u003c/a> includes regions of the brain that appear more active when someone is \u003cem>not\u003c/em> actively concentrating on a designated mental task involving the outside world.\u003c/p>\n\u003cp>In terms of Hutton's \"Goldilocks effect,\" here's what the researchers found:\u003c/p>\n\u003cp>In the audio-only condition (too cold): language networks were activated, but there was less connectivity overall. \"There was more evidence the children were straining to understand.\"\u003c/p>\n\u003cp>In the animation condition (too hot): there was a lot of activity in the audio and visual perception networks, but not a lot of connectivity among the various brain networks. \"The language network was working to keep up with the story,\" says Hutton. \"Our interpretation was that the animation was doing all the work for the child. They were expending the most energy just figuring out what it means.\" The children's comprehension of the story was the worst in this condition.\u003c/p>\n\u003cp>The illustration condition was what Hutton called \"just right\".\u003c/p>\n\u003cp>When children could see illustrations, language-network activity dropped a bit compared to the audio condition. Instead of only paying attention to the words, Hutton says, the children's understanding of the story was \"scaffolded\" by having the images as clues.\u003c/p>\n\u003cp>\"Give them a picture and they have a cookie to work with,\" he explains. \"With animation it's all dumped on them all at once and they don't have to do any of the work.\"\u003c/p>\n\u003cp>Most importantly, in the illustrated book condition, researchers saw increased connectivity between — and among — all the networks they were looking at: visual perception, imagery, default mode and language.\u003c/p>\n\u003cp>\"For 3- to 5-year-olds, the imagery and default mode networks mature late, and take practice to integrate with the rest of the brain,\" Hutton explains. \"With animation you may be missing an opportunity to develop them.\"\u003c/p>\n\u003cp>When we read to our children, they are doing more work than meets the eye. \"It's that muscle they're developing bringing the images to life in their minds.\"\u003c/p>\n\u003cp>Hutton's concern is that in the longer term, \"kids who are exposed to too much animation are going to be at risk for developing not enough integration.\"\u003c/p>\n\u003cp>Overwhelmed by the demands of processing language, without enough practice, they may also be less skilled at forming mental pictures based on what they read, much less reflecting on the content of a story. This is the stereotype of a \"reluctant reader\" whose brain is not well-versed in getting the most out of a book.\u003c/p>\n\u003cp>One interesting note is that, because of the constraints of an MRI machine, which encloses and immobilizes your body, the story-with-illustrations condition wasn't actually as good as reading on Mom or Dad's lap.\u003c/p>\n\u003cp>The emotional bonding and physical closeness, Hutton says, were missing. So were the exchanges known as \"dialogic reading,\" where caregivers point out specific words or prompt children to \"show me the cat?\" in a picture. \"That's a whole other layer,\" of building reading Hutton says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In an ideal world, you would always be there to read to your child. The results of this small, preliminary study also suggest that, when parents do turn to electronic devices for young children, they should gravitate toward the most stripped-down version of a narrated, illustrated ebook, as opposed to either audio-only or animation.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What%27s+Going+On+In+Your+Child%27s+Brain+When+You+Read+Them+A+Story%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51281/whats-going-on-in-your-childs-brain-when-you-read-them-a-story","authors":["byline_mindshift_51281"],"categories":["mindshift_192"],"tags":["mindshift_20678","mindshift_20784","mindshift_1040","mindshift_444","mindshift_1037","mindshift_21128"],"featImg":"mindshift_51282","label":"mindshift"},"mindshift_49022":{"type":"posts","id":"mindshift_49022","meta":{"index":"posts_1591205157","site":"mindshift","id":"49022","score":null,"sort":[1502838009000]},"guestAuthors":[],"slug":"children-learn-best-from-storybooks-when-characters-are-realistic","title":"Children Learn Best From Storybooks When Characters Are Realistic","publishDate":1502838009,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A few years ago, my daughter requested that her nightly lullaby be replaced with a bedtime story.\u003c/p>\n\u003cp>I was happy to comply, and promptly invented stories full of imaginary creatures in elaborate plots intended to convey some important lesson about patience or hard work or being kind to others.\u003c/p>\n\u003cp>But my daughter was not pleased. She had very particular ideas about what her bedtime stories should be about. She wanted stories about a little girl planning a birthday party. A \u003cem>human\u003c/em> girl. A human girl about her age. And what fascinated her were the mundane details: the theme for the party, the location, who was invited, and (most importantly) what they had for dessert.\u003c/p>\n\u003cp>It turns out my daughter is not alone. Her passion for birthday party stories, in particular, may be somewhat idiosyncratic, but \u003ca href=\"http://www.npr.org/sections/13.7/2015/10/19/449865847/children-want-factual-stories-versus-fantasy-more-often-than-adults\">children often prefer the factual over the fantastical\u003c/a>. And a growing body of work suggests that when it comes to storybooks, they also learn better from stories that are realistic. For example, preschool-aged children are \u003ca href=\"http://dx.doi.org/10.3389/fpsyg.2014.00283\">more likely to learn new facts about animals\u003c/a> when the animals are portrayed realistically as opposed to anthropomorphically, and they're more likely to apply the solution to a problem presented in a storybook to a new scenario when the storybook involves \u003ca href=\"http://dx.doi.org/10.1080/15248370902966594\">real people\u003c/a> (as opposed to fictional characters) and a \u003ca href=\"http://dx.doi.org/10.1111/j.1467-8624.2011.01603.x\">realistic plot\u003c/a> (as opposed to a space adventure).\u003c/p>\n\u003cp>A \u003ca href=\"https://doi.org/10.1111/desc.12590\">new study\u003c/a> by Nicole Larson, Kang Lee, and Patricia Ganea, forthcoming in the journal \u003cem>Developmental Science\u003c/em>, reveals that learning about good behavior is no exception. When children read a realistic storybook about humans who shared, they were more likely to do so themselves.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the study, 4- to 6-year-old children were read a story about sharing that featured either human characters or anthropomorphic animals. Both before and after the story, children had the opportunity to share stickers with other children. The number of stickers each child set aside for others provided a quantifiable measure of sharing.\u003c/p>\n\u003cp>The key finding was that, on average, children who heard the story featuring a human who shared increased the number of stickers they shared, whereas those who heard the story featuring an anthropomorphic animal that shared did not. In other words, young children applied the lesson from the story to their own behavior, but only when the story featured humans.\u003c/p>\n\u003cp>The researchers also found that when children in another group were allowed to choose whether to read the story about humans or the story about anthropomorphic animals, they had no reliable preference. This suggests that the story about humans wasn't more effective in promoting sharing simply because children found it more appealing, and also that children weren't reliably drawn to the more fantastical alternative.\u003c/p>\n\u003cp>The findings from the study reinforce the idea that young children have an easier time exporting what they learn from a fictional storybook to the real world when the storybook is realistic. The leap from a fictional human to a real one is simply smaller than the leap from an anthropomorphic raccoon to a human. But it could be that as children grow older they become better at making these leaps, or that parents can help them make the leaps more readily.\u003c/p>\n\u003cp>In a \u003ca href=\"http://dx.doi.org/10.1016/j.cognition.2016.11.007\">paper\u003c/a> just published in the journal \u003cem>Cognition\u003c/em>, for example, developmental psychologist Caren Walker and I found that prompting 5- and 6-year-old children to \u003cem>explain\u003c/em> key events in a storybook made them better at extracting the moral of the story and then applying it to a real-world problem. This is something parents can do easily as they read storybooks with their children, asking them why (say) an anthropomorphic raccoon did or didn't share, and why other characters responded as they did. If the theory in our paper is right, this should help children relate the unrealistic aspects of the story to what they know about the real world, and thus appreciate the patterns that hold across both the fictional world of the story and the real world around them.\u003c/p>\n\u003cp>The lesson I've learned from research on children's stories is this: When my daughter asks for a (realistic) birthday party story tonight, I'll indulge her. It will be about a human girl who celebrates her 7th birthday. But it will also include some realistic problems with realistic solutions — and I'll throw in some lessons about sharing and some prompts to explain for good measure.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tania Lombrozo is a psychology professor at the University of California, Berkeley. She writes about psychology, cognitive science and philosophy, with occasional forays into parenting and veganism. You can keep up with more of what she is thinking on Twitter: \u003c/em>\u003ca href=\"https://twitter.com/tanialombrozo\" target=\"_blank\" rel=\"noopener noreferrer\">@TaniaLombrozo\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=In+Children%27s+Storybooks%2C+Realism+Has+Advantages&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Young children have an easier time exporting what they learn from a fictional storybook to the real world when the storybook is realistic, says psychologist Tania Lombrozo.","status":"publish","parent":0,"modified":1502838009,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":794},"headData":{"title":"Children Learn Best From Storybooks When Characters Are Realistic | KQED","description":"Young children have an easier time exporting what they learn from a fictional storybook to the real world when the storybook is realistic, says psychologist Tania Lombrozo.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"49022 https://ww2.kqed.org/mindshift/?p=49022","disqusUrl":"https://ww2.kqed.org/mindshift/2017/08/15/children-learn-best-from-storybooks-when-characters-are-realistic/","disqusTitle":"Children Learn Best From Storybooks When Characters Are Realistic","nprImageCredit":"urbancow","nprByline":"Tania Lombrozo","nprImageAgency":"Getty Images/iStockphoto","nprStoryId":"543405845","nprApiLink":"http://api.npr.org/query?id=543405845&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/13.7/2017/08/14/543405845/in-children-s-storybooks-realism-has-advantages?ft=nprml&f=543405845","nprRetrievedStory":"1","nprPubDate":"Tue, 15 Aug 2017 11:36:00 -0400","nprStoryDate":"Mon, 14 Aug 2017 11:47:00 -0400","nprLastModifiedDate":"Tue, 15 Aug 2017 11:36:23 -0400","path":"/mindshift/49022/children-learn-best-from-storybooks-when-characters-are-realistic","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A few years ago, my daughter requested that her nightly lullaby be replaced with a bedtime story.\u003c/p>\n\u003cp>I was happy to comply, and promptly invented stories full of imaginary creatures in elaborate plots intended to convey some important lesson about patience or hard work or being kind to others.\u003c/p>\n\u003cp>But my daughter was not pleased. She had very particular ideas about what her bedtime stories should be about. She wanted stories about a little girl planning a birthday party. A \u003cem>human\u003c/em> girl. A human girl about her age. And what fascinated her were the mundane details: the theme for the party, the location, who was invited, and (most importantly) what they had for dessert.\u003c/p>\n\u003cp>It turns out my daughter is not alone. Her passion for birthday party stories, in particular, may be somewhat idiosyncratic, but \u003ca href=\"http://www.npr.org/sections/13.7/2015/10/19/449865847/children-want-factual-stories-versus-fantasy-more-often-than-adults\">children often prefer the factual over the fantastical\u003c/a>. And a growing body of work suggests that when it comes to storybooks, they also learn better from stories that are realistic. For example, preschool-aged children are \u003ca href=\"http://dx.doi.org/10.3389/fpsyg.2014.00283\">more likely to learn new facts about animals\u003c/a> when the animals are portrayed realistically as opposed to anthropomorphically, and they're more likely to apply the solution to a problem presented in a storybook to a new scenario when the storybook involves \u003ca href=\"http://dx.doi.org/10.1080/15248370902966594\">real people\u003c/a> (as opposed to fictional characters) and a \u003ca href=\"http://dx.doi.org/10.1111/j.1467-8624.2011.01603.x\">realistic plot\u003c/a> (as opposed to a space adventure).\u003c/p>\n\u003cp>A \u003ca href=\"https://doi.org/10.1111/desc.12590\">new study\u003c/a> by Nicole Larson, Kang Lee, and Patricia Ganea, forthcoming in the journal \u003cem>Developmental Science\u003c/em>, reveals that learning about good behavior is no exception. When children read a realistic storybook about humans who shared, they were more likely to do so themselves.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the study, 4- to 6-year-old children were read a story about sharing that featured either human characters or anthropomorphic animals. Both before and after the story, children had the opportunity to share stickers with other children. The number of stickers each child set aside for others provided a quantifiable measure of sharing.\u003c/p>\n\u003cp>The key finding was that, on average, children who heard the story featuring a human who shared increased the number of stickers they shared, whereas those who heard the story featuring an anthropomorphic animal that shared did not. In other words, young children applied the lesson from the story to their own behavior, but only when the story featured humans.\u003c/p>\n\u003cp>The researchers also found that when children in another group were allowed to choose whether to read the story about humans or the story about anthropomorphic animals, they had no reliable preference. This suggests that the story about humans wasn't more effective in promoting sharing simply because children found it more appealing, and also that children weren't reliably drawn to the more fantastical alternative.\u003c/p>\n\u003cp>The findings from the study reinforce the idea that young children have an easier time exporting what they learn from a fictional storybook to the real world when the storybook is realistic. The leap from a fictional human to a real one is simply smaller than the leap from an anthropomorphic raccoon to a human. But it could be that as children grow older they become better at making these leaps, or that parents can help them make the leaps more readily.\u003c/p>\n\u003cp>In a \u003ca href=\"http://dx.doi.org/10.1016/j.cognition.2016.11.007\">paper\u003c/a> just published in the journal \u003cem>Cognition\u003c/em>, for example, developmental psychologist Caren Walker and I found that prompting 5- and 6-year-old children to \u003cem>explain\u003c/em> key events in a storybook made them better at extracting the moral of the story and then applying it to a real-world problem. This is something parents can do easily as they read storybooks with their children, asking them why (say) an anthropomorphic raccoon did or didn't share, and why other characters responded as they did. If the theory in our paper is right, this should help children relate the unrealistic aspects of the story to what they know about the real world, and thus appreciate the patterns that hold across both the fictional world of the story and the real world around them.\u003c/p>\n\u003cp>The lesson I've learned from research on children's stories is this: When my daughter asks for a (realistic) birthday party story tonight, I'll indulge her. It will be about a human girl who celebrates her 7th birthday. But it will also include some realistic problems with realistic solutions — and I'll throw in some lessons about sharing and some prompts to explain for good measure.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Tania Lombrozo is a psychology professor at the University of California, Berkeley. She writes about psychology, cognitive science and philosophy, with occasional forays into parenting and veganism. You can keep up with more of what she is thinking on Twitter: \u003c/em>\u003ca href=\"https://twitter.com/tanialombrozo\" target=\"_blank\" rel=\"noopener noreferrer\">@TaniaLombrozo\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=In+Children%27s+Storybooks%2C+Realism+Has+Advantages&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49022/children-learn-best-from-storybooks-when-characters-are-realistic","authors":["byline_mindshift_49022"],"categories":["mindshift_192"],"tags":["mindshift_20720","mindshift_1040","mindshift_20568","mindshift_550","mindshift_1037"],"featImg":"mindshift_49025","label":"mindshift"},"mindshift_47522":{"type":"posts","id":"mindshift_47522","meta":{"index":"posts_1591205157","site":"mindshift","id":"47522","score":null,"sort":[1486973001000]},"guestAuthors":[],"slug":"how-reading-aloud-to-therapy-dogs-can-help-struggling-kids","title":"How Reading Aloud to Therapy Dogs Can Help Struggling Kids","publishDate":1486973001,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By Juli Fraga\u003c/strong>\u003c/p>\n\u003cp>Two years ago, principal Diane Lau-Yee grew concerned when she saw how family tragedies were impacting her students at \u003ca href=\"https://gjles-sfusd-ca.schoolloop.com/\">Gordon J. Lau Elementary School\u003c/a> in San Francisco's Chinatown.\u003c/p>\n\u003cp>“Some of the students were acting out their feelings of confusion and anger by starting fights with their peers, while other children shut down and stopped participating in class,\" says Lau-Yee.\u003c/p>\n\u003cp>When children are struggling at home, it’s often harder for them to concentrate in school. And if kids experience trauma -- such as the death of a family member, divorce or witnessing family or community violence -- \u003ca href=\"https://www.childwelfare.gov/pubPDFs/brain_development.pdf\">research\u003c/a> shows that kids will have more difficulty tolerating frustration, controlling their impulses and managing their aggression.\u003c/p>\n\u003cp>Lau-Yee wanted to equip her students with emotional tools that could help them manage these overwhelming feelings. So, she decided to enlist the help of a furry friend named Stanley, a therapeutic dog who is beloved by many children in the \u003ca href=\"https://www.facebook.com/Stanley-The-Reading-Dog-1515957668635460/\">community\u003c/a>. She hoped that Stanley could teach the kids about empathy, as well as nourish a deeper love of literacy among the students, too.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While many people are familiar with \u003ca href=\"http://www.itsadogsworld.biz/uncategorized/furry-angels-how-therapy-dogs-lift-us-up/\">therapeutic pets\u003c/a> and how they can help lift up people's spirits, bringing them into the classroom might sound far-fetched. How can a therapy pet possibly teach children the life lessons of kindness and empathy? Can a pet really alter the way that students feel about learning?\u003c/p>\n\u003cp>Educational therapist \u003ca href=\"http://www.goldengatepublish.com/9780985663162.html\">Rebecca Barker Bridges\u003c/a> believed that a dog could help students feel more confident about learning, and so she adopted Stanley, a golden retriever.\u003c/p>\n\u003cfigure id=\"attachment_47524\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-47524\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/Stanley-5-e1486752311206.jpg\" alt=\"Stanley\" width=\"1920\" height=\"1536\">\u003cfigcaption class=\"wp-caption-text\">Stanley \u003ccite>(Courtesy of Golden Gate Publishing)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I learned about therapy dogs from a colleague, and I knew that Stanley could help these children,” says Bridges.\u003c/p>\n\u003cp>She also says that research on pet therapy shows that animals connect people to each other and that this bond strengthens their ability to work together.\u003c/p>\n\u003cp>\"Pets are very nonjudgmental, and their calming presence distills stressful situations,\" Bridges says. \"For children who feel insecure about their capacity to do things like reading, therapy pets bolster their self-confidence, which reduces their anxiety.\"\u003c/p>\n\u003cp>“Students feel self-conscious about reading because they’re afraid of being judged by students and teachers if they don’t do a 'good job.' But Stanley dismantles this fear for them. He makes learning joyful,” says Bridges.\u003c/p>\n\u003cp>Lau-Yee had learned about Stanley through a colleague, and she invited Bridges and the dog to visit her pre-K, kindergarten and first-grade students during a school assembly.\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Meet-Stanley-Rebecca-Barker-Bridges/dp/0985663162\">\u003cimg class=\"alignright wp-image-47537\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/Meet-Stanley-.jpg\" alt=\"Meet Stanley\" width=\"250\" height=\"210\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/Meet-Stanley-.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Meet-Stanley--160x134.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Meet-Stanley--240x202.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Meet-Stanley--375x315.jpg 375w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\"I introduced Stanley to the students, and I read them a book that I wrote about his work as a therapy dog,\" says Bridges, whose book is titled \u003ca href=\"https://www.amazon.com/Meet-Stanley-Rebecca-Barker-Bridges/dp/0985663162\">\"Meet Stanley: The Reading Dog.\"\u003c/a> The book tells the story of Stanley's job as a reading dog and how he’s trained to listen to children read. The book also shares that Stanley is an expert listener who is always encouraging, supportive and patient with all children who interact with him.\u003c/p>\n\u003cp>After the presentation, the students were invited to meet Stanley. Bridges says that Stanley’s presence sparked the children’s curiosity and that they asked him a lot of questions.\u003c/p>\n\u003cp>“Stanley, what do you like to eat?” asked one student.\u003c/p>\n\u003cp>“What’s it like to be a therapy dog, do you get paid for your work?” asked another.\u003c/p>\n\u003cp>\"Stanley, do you get a summer vacation from your job?\"\u003c/p>\n\u003cp>https://www.youtube.com/watch?time_continue=2&v=Rve1DukX3Mo\u003c/p>\n\u003cp>\u003cstrong>A THERAPEUTIC LESSON\u003c/strong>\u003c/p>\n\u003cp>Bridges says that therapy pets allow children to focus on the animal instead of feeling self-conscious themselves. She says that this is a therapeutic distraction technique that relieves children of their worries, which helps their performance when reading.\u003c/p>\n\u003cp>“Children love interacting with Stanley, and this connection also teaches them about kindness and empathy,” she says.\u003c/p>\n\u003cp>Lau-Yee used Stanley’s visit as a way to create a social and emotional lesson for the students.\u003c/p>\n\u003cp>“After Stanley’s visit, I told the students that Stanley is a helper who never judges others but offers them a lot of support merely by listening,\" she said. \"I also explained how people need different forms of support to help them do things like reading, sort through their feelings and solve problems. I encouraged the students to help each other out, too.”\u003c/p>\n\u003cp>Lau-Yee says that the teachers also used Stanley's visit to teach the students that there are many unconventional ways to learn things and that his visit also helped foster a love of literacy among the children.\u003c/p>\n\u003cp>\u003cstrong>FINDING A READING BUDDY\u003c/strong>\u003c/p>\n\u003cp>While Lau-Yee’s students were fortunate to meet Stanley in person, she says that he doesn’t need to make a physical appearance for students to benefit from his services.\u003c/p>\n\u003cp>\"Educators can read Stanley's book and talk about the ways that we can incorporate service into our learning with trusted friends, such as big buddies, peers and older siblings.\"\u003c/p>\n\u003cp>Bridges, who also visits libraries, says that educators can also reach out to their local SPCA to inquire if they have therapy dogs available. She also says that teachers can use a class pet as a “Stanley substitute.”\u003c/p>\n\u003cp>Several programs nationwide offer training and canines to help kids with reading, such as Intermountain Therapy Animals’ \u003ca href=\"http://www.therapyanimals.org/Read_Affiliate_Programs.html\">Reading Education Assistance Dogs\u003c/a> program. There are also some organizations like \u003ca href=\"http://www.tdi-dog.org/OurPrograms.aspx?Page=Children+Reading+to+Dogs\">Therapy Dogs International\u003c/a> that have community programs called \u003ca href=\"http://www.tdi-dog.org/OurPrograms.aspx?Page=Children+Reading+to+Dogs\">Tail Waggin' Tutors.\u003c/a> They provide therapy dogs that can help children learn how to read, too.\u003c/p>\n\u003cp>Some schools have a no-pet policy, and in those cases, Bridges recommends using a stuffed animal instead.\u003c/p>\n\u003cp>“You can apply the same principles to a stuffed animal. The most important thing is to give the child some space so that they can read to their pet (even if it isn’t a real one) in privacy, which helps them to feel safe,” she says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Juli Fraga is a psychologist and writer in San Francisco. You can find her on Twitter \u003ca href=\"https://twitter.com/dr_fraga\">@dr_fraga\u003c/a>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Therapy dogs that are trained to listen to kids read books are helping reluctant readers develop confidence and social and emotional skills. ","status":"publish","parent":0,"modified":1492624264,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1030},"headData":{"title":"How Reading Aloud to Therapy Dogs Can Help Struggling Kids | KQED","description":"Therapy dogs that are trained to listen to kids read books are helping reluctant readers develop confidence and social and emotional skills. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"47522 https://ww2.kqed.org/mindshift/?p=47522","disqusUrl":"https://ww2.kqed.org/mindshift/2017/02/13/how-reading-aloud-to-therapy-dogs-can-help-struggling-kids/","disqusTitle":"How Reading Aloud to Therapy Dogs Can Help Struggling Kids","path":"/mindshift/47522/how-reading-aloud-to-therapy-dogs-can-help-struggling-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Juli Fraga\u003c/strong>\u003c/p>\n\u003cp>Two years ago, principal Diane Lau-Yee grew concerned when she saw how family tragedies were impacting her students at \u003ca href=\"https://gjles-sfusd-ca.schoolloop.com/\">Gordon J. Lau Elementary School\u003c/a> in San Francisco's Chinatown.\u003c/p>\n\u003cp>“Some of the students were acting out their feelings of confusion and anger by starting fights with their peers, while other children shut down and stopped participating in class,\" says Lau-Yee.\u003c/p>\n\u003cp>When children are struggling at home, it’s often harder for them to concentrate in school. And if kids experience trauma -- such as the death of a family member, divorce or witnessing family or community violence -- \u003ca href=\"https://www.childwelfare.gov/pubPDFs/brain_development.pdf\">research\u003c/a> shows that kids will have more difficulty tolerating frustration, controlling their impulses and managing their aggression.\u003c/p>\n\u003cp>Lau-Yee wanted to equip her students with emotional tools that could help them manage these overwhelming feelings. So, she decided to enlist the help of a furry friend named Stanley, a therapeutic dog who is beloved by many children in the \u003ca href=\"https://www.facebook.com/Stanley-The-Reading-Dog-1515957668635460/\">community\u003c/a>. She hoped that Stanley could teach the kids about empathy, as well as nourish a deeper love of literacy among the students, too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While many people are familiar with \u003ca href=\"http://www.itsadogsworld.biz/uncategorized/furry-angels-how-therapy-dogs-lift-us-up/\">therapeutic pets\u003c/a> and how they can help lift up people's spirits, bringing them into the classroom might sound far-fetched. How can a therapy pet possibly teach children the life lessons of kindness and empathy? Can a pet really alter the way that students feel about learning?\u003c/p>\n\u003cp>Educational therapist \u003ca href=\"http://www.goldengatepublish.com/9780985663162.html\">Rebecca Barker Bridges\u003c/a> believed that a dog could help students feel more confident about learning, and so she adopted Stanley, a golden retriever.\u003c/p>\n\u003cfigure id=\"attachment_47524\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-47524\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/Stanley-5-e1486752311206.jpg\" alt=\"Stanley\" width=\"1920\" height=\"1536\">\u003cfigcaption class=\"wp-caption-text\">Stanley \u003ccite>(Courtesy of Golden Gate Publishing)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I learned about therapy dogs from a colleague, and I knew that Stanley could help these children,” says Bridges.\u003c/p>\n\u003cp>She also says that research on pet therapy shows that animals connect people to each other and that this bond strengthens their ability to work together.\u003c/p>\n\u003cp>\"Pets are very nonjudgmental, and their calming presence distills stressful situations,\" Bridges says. \"For children who feel insecure about their capacity to do things like reading, therapy pets bolster their self-confidence, which reduces their anxiety.\"\u003c/p>\n\u003cp>“Students feel self-conscious about reading because they’re afraid of being judged by students and teachers if they don’t do a 'good job.' But Stanley dismantles this fear for them. He makes learning joyful,” says Bridges.\u003c/p>\n\u003cp>Lau-Yee had learned about Stanley through a colleague, and she invited Bridges and the dog to visit her pre-K, kindergarten and first-grade students during a school assembly.\u003c/p>\n\u003cp>\u003ca href=\"https://www.amazon.com/Meet-Stanley-Rebecca-Barker-Bridges/dp/0985663162\">\u003cimg class=\"alignright wp-image-47537\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/Meet-Stanley-.jpg\" alt=\"Meet Stanley\" width=\"250\" height=\"210\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/Meet-Stanley-.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Meet-Stanley--160x134.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Meet-Stanley--240x202.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/Meet-Stanley--375x315.jpg 375w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\"I introduced Stanley to the students, and I read them a book that I wrote about his work as a therapy dog,\" says Bridges, whose book is titled \u003ca href=\"https://www.amazon.com/Meet-Stanley-Rebecca-Barker-Bridges/dp/0985663162\">\"Meet Stanley: The Reading Dog.\"\u003c/a> The book tells the story of Stanley's job as a reading dog and how he’s trained to listen to children read. The book also shares that Stanley is an expert listener who is always encouraging, supportive and patient with all children who interact with him.\u003c/p>\n\u003cp>After the presentation, the students were invited to meet Stanley. Bridges says that Stanley’s presence sparked the children’s curiosity and that they asked him a lot of questions.\u003c/p>\n\u003cp>“Stanley, what do you like to eat?” asked one student.\u003c/p>\n\u003cp>“What’s it like to be a therapy dog, do you get paid for your work?” asked another.\u003c/p>\n\u003cp>\"Stanley, do you get a summer vacation from your job?\"\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Rve1DukX3Mo'\n title='//www.youtube.com/embed/Rve1DukX3Mo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>A THERAPEUTIC LESSON\u003c/strong>\u003c/p>\n\u003cp>Bridges says that therapy pets allow children to focus on the animal instead of feeling self-conscious themselves. She says that this is a therapeutic distraction technique that relieves children of their worries, which helps their performance when reading.\u003c/p>\n\u003cp>“Children love interacting with Stanley, and this connection also teaches them about kindness and empathy,” she says.\u003c/p>\n\u003cp>Lau-Yee used Stanley’s visit as a way to create a social and emotional lesson for the students.\u003c/p>\n\u003cp>“After Stanley’s visit, I told the students that Stanley is a helper who never judges others but offers them a lot of support merely by listening,\" she said. \"I also explained how people need different forms of support to help them do things like reading, sort through their feelings and solve problems. I encouraged the students to help each other out, too.”\u003c/p>\n\u003cp>Lau-Yee says that the teachers also used Stanley's visit to teach the students that there are many unconventional ways to learn things and that his visit also helped foster a love of literacy among the children.\u003c/p>\n\u003cp>\u003cstrong>FINDING A READING BUDDY\u003c/strong>\u003c/p>\n\u003cp>While Lau-Yee’s students were fortunate to meet Stanley in person, she says that he doesn’t need to make a physical appearance for students to benefit from his services.\u003c/p>\n\u003cp>\"Educators can read Stanley's book and talk about the ways that we can incorporate service into our learning with trusted friends, such as big buddies, peers and older siblings.\"\u003c/p>\n\u003cp>Bridges, who also visits libraries, says that educators can also reach out to their local SPCA to inquire if they have therapy dogs available. She also says that teachers can use a class pet as a “Stanley substitute.”\u003c/p>\n\u003cp>Several programs nationwide offer training and canines to help kids with reading, such as Intermountain Therapy Animals’ \u003ca href=\"http://www.therapyanimals.org/Read_Affiliate_Programs.html\">Reading Education Assistance Dogs\u003c/a> program. There are also some organizations like \u003ca href=\"http://www.tdi-dog.org/OurPrograms.aspx?Page=Children+Reading+to+Dogs\">Therapy Dogs International\u003c/a> that have community programs called \u003ca href=\"http://www.tdi-dog.org/OurPrograms.aspx?Page=Children+Reading+to+Dogs\">Tail Waggin' Tutors.\u003c/a> They provide therapy dogs that can help children learn how to read, too.\u003c/p>\n\u003cp>Some schools have a no-pet policy, and in those cases, Bridges recommends using a stuffed animal instead.\u003c/p>\n\u003cp>“You can apply the same principles to a stuffed animal. The most important thing is to give the child some space so that they can read to their pet (even if it isn’t a real one) in privacy, which helps them to feel safe,” she says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Juli Fraga is a psychologist and writer in San Francisco. You can find her on Twitter \u003ca href=\"https://twitter.com/dr_fraga\">@dr_fraga\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47522/how-reading-aloud-to-therapy-dogs-can-help-struggling-kids","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_20589","mindshift_21089","mindshift_20784","mindshift_1040","mindshift_1037","mindshift_943","mindshift_21066"],"featImg":"mindshift_47536","label":"mindshift"},"mindshift_46824":{"type":"posts","id":"mindshift_46824","meta":{"index":"posts_1591205157","site":"mindshift","id":"46824","score":null,"sort":[1480320269000]},"guestAuthors":[],"slug":"what-types-of-sound-experiences-enable-children-to-learn-best","title":"What Types of Sound Experiences Enable Children to Learn Best?","publishDate":1480320269,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Nina Kraus, a biologist at Northwestern University, has spent the better part of her professional career researching how sound affects the brain. What she’s found has important implications for how adults and children manage the sounds that envelop them. “Sound is invisible, but it’s a tremendously powerful force,” said Kraus. “For better or worse, it shapes your brain and how you learn.”\u003c/p>\n\u003cp>At Northwestern’s \u003ca href=\"http://www.brainvolts.northwestern.edu/\">Auditory Neuroscience Lab\u003c/a>, Kraus and colleagues measure how the brain responds when various sounds enter the ear. They’ve found that the brain reacts to sound in microseconds, and that brain waves closely resemble the sound waves. Making sense of sound is one of the most “computationally complex” functions of the brain, Kraus said, which explains why so many language and other disorders, including \u003ca href=\"http://www.brainvolts.northwestern.edu/documents/Russo_etAl_JADD_2009.pdf\">autism\u003c/a>, reveal themselves in the way the brain processes sound. The way the brain responds to the “ingredients” of sound—pitching, timing and timbre—is a window into brain health and learning ability.\u003c/p>\n\u003cp>Kraus has learned that the brain’s response to sound in children as young as three is predictive of their ability to read. Her lab can also identify those children who are likely to struggle to read before those kids show signs of the language disorder. This kind of forecasting, Kraus said, could help schools and parents direct resources where they’re needed most. The brain changes in response to the sounds it’s processing; a three-year-old’s brain can adapt if the sound environment is altered.\u003c/p>\n\u003cp>Though every brain has its own fingerprint for processing sound, some sound environments are better than others at promoting learning. Parents and teachers should “encourage activities that promote sound-to-meaning development,” Kraus said. She offers several practical suggestions for creating that kind of space, whether at home or in school:\u003c/p>\n\u003cp>\u003cstrong>Reduce noise. \u003c/strong>Chronic background noise is associated with several auditory and learning problems: it contributes to “neural noise,” wherein brain neurons fire spontaneously in the absence of sound; it reduces the brain’s sensitivity to sound; and it slows auditory growth. A study of two different third grade classrooms--one overlooking a highway and the other beside a quiet field--found substantially better learning outcomes for kids in the quieter room. Because income and noise exposure are \u003ca href=\"http://www.brainvolts.northwestern.edu/documents/Skoe_Krizman_Kraus_JoN_2013.pdf\">correlated\u003c/a>—the lower the income, often, the louder the environment—finding pockets of quiet are that much more important for disadvantaged children. In school, this means building a quiet classroom, with acoustics in mind.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Read aloud\u003c/strong>. Even before kids are able to read themselves, hearing stories told by others develops vocabulary and builds working memory; to understand how a story unfolds, listeners, need to remember what was said before. For children growing up in poverty, exposure to the spoken word is especially valuable, as studies suggest that these children tend to hear up to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/15/what-parents-can-gain-from-learning-the-science-of-talking-to-kids/\">30 million fewer words\u003c/a> by the age of five. There’s no reason to stop reading stories aloud once kids can read for themselves. “Being read to is wonderful,” Kraus said, especially if the bulk of one’s day is spent hunched over a laptop or buried in a book. Hearing well-told stories can take a student away from her routine dilemmas and deliver her to a different world.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=YYw17xCTPTI\u003c/p>\n\u003cp>\u003cstrong>Encourage children to play a musical instrument.\u003c/strong> “There is an explicit link between making music and strengthening language skills, so that keeping music education at the center of curricula can pay big dividends for children's cognitive, emotional, and educational health,” Kraus said. Two years of music instruction in elementary and even secondary school can trigger \u003ca href=\"http://www.brainvolts.northwestern.edu/documents/ENTSO16%20Kraus.pdf\">biological changes\u003c/a> in how the brain processes sound, which in turn affects language development.\u003c/p>\n\u003cp>\u003cstrong>Listen to audiobooks and podcasts\u003c/strong>. Well-told stories can draw kids in and build attention skills and working memory. The number and quality of these recordings has exploded in recent years, making it that much easier to find a good fit for individuals and classes. “There’s a tremendous amount of didactic information in audio format,” Kraus said. Teachers can include listening exercises as part of their curriculum. In Kraus’s course on the biological foundations of speech and music, for example, she assigns a podcast from the WNYC program “RadioLab” \u003ca href=\"http://www.radiolab.org/story/96854-walls-jericho/\">\u003cem>The Walls of Jericho\u003c/em>\u003c/a>, to help students better understand decibels.\u003c/p>\n\u003cp>\u003cstrong>Support learning a second language\u003c/strong>. Growing up in a bilingual environment causes a child’s brain to manage two languages at once. The challenge required to make sense of two different languages bolsters the connection between auditory and neural processes, strengthening the brain’s ability to focus. Second-language learning is also associated with improvements in \u003ca href=\"http://www.pnas.org/content/109/20/7877.full\">executive function\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Avoid white noise machines\u003c/strong>. In an effort to soothe children to sleep, some parents set up sound machines in bedrooms. These devices, which emit “meaningless sound,” as Kraus put it, can interfere with how the brain develops sound-processing circuitry. “A child’s brain is always seeking meaning,” she said. “If you give them meaningless sound, it may have a disruptive effect on their brain organization.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Use the spread of technology to your advantage\u003c/strong>. Rather than bemoan the constant bleeping and chirping of everyday life, much of it the result of technological advances, welcome the new sound opportunities these developments provide. Technologies that shrink the globalized world enable second-language learning. Online videos allow aspiring musicians to listen and learn from others who are playing the same piece. The ease of travel invites opportunities to hear other types of sounds that might not be typical in a local environment. Assistive listening devices can help offset hearing loss and language disorders. Judicious use of technological progress can be used to build effective sound-to-meaning connections. And noise-cancelling headphones or simple earplugs can be deployed as needed to shut down the unwanted sounds that some technologies emit.\u003c/p>\n\n","blocks":[],"excerpt":"Certain types of sound can help a child develop her ability to learn. What's not so great? An excess of meaningless sound, like white noise and noise pollution.","status":"publish","parent":0,"modified":1480320412,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":1027},"headData":{"title":"What Types of Sound Experiences Enable Children to Learn Best? | KQED","description":"Certain types of sound can help a child develop her ability to learn. What's not so great? An excess of meaningless sound, like white noise and noise pollution.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"46824 http://ww2.kqed.org/mindshift/?p=46824","disqusUrl":"https://ww2.kqed.org/mindshift/2016/11/28/what-types-of-sound-experiences-enable-children-to-learn-best/","disqusTitle":"What Types of Sound Experiences Enable Children to Learn Best?","path":"/mindshift/46824/what-types-of-sound-experiences-enable-children-to-learn-best","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Nina Kraus, a biologist at Northwestern University, has spent the better part of her professional career researching how sound affects the brain. What she’s found has important implications for how adults and children manage the sounds that envelop them. “Sound is invisible, but it’s a tremendously powerful force,” said Kraus. “For better or worse, it shapes your brain and how you learn.”\u003c/p>\n\u003cp>At Northwestern’s \u003ca href=\"http://www.brainvolts.northwestern.edu/\">Auditory Neuroscience Lab\u003c/a>, Kraus and colleagues measure how the brain responds when various sounds enter the ear. They’ve found that the brain reacts to sound in microseconds, and that brain waves closely resemble the sound waves. Making sense of sound is one of the most “computationally complex” functions of the brain, Kraus said, which explains why so many language and other disorders, including \u003ca href=\"http://www.brainvolts.northwestern.edu/documents/Russo_etAl_JADD_2009.pdf\">autism\u003c/a>, reveal themselves in the way the brain processes sound. The way the brain responds to the “ingredients” of sound—pitching, timing and timbre—is a window into brain health and learning ability.\u003c/p>\n\u003cp>Kraus has learned that the brain’s response to sound in children as young as three is predictive of their ability to read. Her lab can also identify those children who are likely to struggle to read before those kids show signs of the language disorder. This kind of forecasting, Kraus said, could help schools and parents direct resources where they’re needed most. The brain changes in response to the sounds it’s processing; a three-year-old’s brain can adapt if the sound environment is altered.\u003c/p>\n\u003cp>Though every brain has its own fingerprint for processing sound, some sound environments are better than others at promoting learning. Parents and teachers should “encourage activities that promote sound-to-meaning development,” Kraus said. She offers several practical suggestions for creating that kind of space, whether at home or in school:\u003c/p>\n\u003cp>\u003cstrong>Reduce noise. \u003c/strong>Chronic background noise is associated with several auditory and learning problems: it contributes to “neural noise,” wherein brain neurons fire spontaneously in the absence of sound; it reduces the brain’s sensitivity to sound; and it slows auditory growth. A study of two different third grade classrooms--one overlooking a highway and the other beside a quiet field--found substantially better learning outcomes for kids in the quieter room. Because income and noise exposure are \u003ca href=\"http://www.brainvolts.northwestern.edu/documents/Skoe_Krizman_Kraus_JoN_2013.pdf\">correlated\u003c/a>—the lower the income, often, the louder the environment—finding pockets of quiet are that much more important for disadvantaged children. In school, this means building a quiet classroom, with acoustics in mind.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Read aloud\u003c/strong>. Even before kids are able to read themselves, hearing stories told by others develops vocabulary and builds working memory; to understand how a story unfolds, listeners, need to remember what was said before. For children growing up in poverty, exposure to the spoken word is especially valuable, as studies suggest that these children tend to hear up to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/15/what-parents-can-gain-from-learning-the-science-of-talking-to-kids/\">30 million fewer words\u003c/a> by the age of five. There’s no reason to stop reading stories aloud once kids can read for themselves. “Being read to is wonderful,” Kraus said, especially if the bulk of one’s day is spent hunched over a laptop or buried in a book. Hearing well-told stories can take a student away from her routine dilemmas and deliver her to a different world.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/YYw17xCTPTI'\n title='//www.youtube.com/embed/YYw17xCTPTI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>Encourage children to play a musical instrument.\u003c/strong> “There is an explicit link between making music and strengthening language skills, so that keeping music education at the center of curricula can pay big dividends for children's cognitive, emotional, and educational health,” Kraus said. Two years of music instruction in elementary and even secondary school can trigger \u003ca href=\"http://www.brainvolts.northwestern.edu/documents/ENTSO16%20Kraus.pdf\">biological changes\u003c/a> in how the brain processes sound, which in turn affects language development.\u003c/p>\n\u003cp>\u003cstrong>Listen to audiobooks and podcasts\u003c/strong>. Well-told stories can draw kids in and build attention skills and working memory. The number and quality of these recordings has exploded in recent years, making it that much easier to find a good fit for individuals and classes. “There’s a tremendous amount of didactic information in audio format,” Kraus said. Teachers can include listening exercises as part of their curriculum. In Kraus’s course on the biological foundations of speech and music, for example, she assigns a podcast from the WNYC program “RadioLab” \u003ca href=\"http://www.radiolab.org/story/96854-walls-jericho/\">\u003cem>The Walls of Jericho\u003c/em>\u003c/a>, to help students better understand decibels.\u003c/p>\n\u003cp>\u003cstrong>Support learning a second language\u003c/strong>. Growing up in a bilingual environment causes a child’s brain to manage two languages at once. The challenge required to make sense of two different languages bolsters the connection between auditory and neural processes, strengthening the brain’s ability to focus. Second-language learning is also associated with improvements in \u003ca href=\"http://www.pnas.org/content/109/20/7877.full\">executive function\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Avoid white noise machines\u003c/strong>. In an effort to soothe children to sleep, some parents set up sound machines in bedrooms. These devices, which emit “meaningless sound,” as Kraus put it, can interfere with how the brain develops sound-processing circuitry. “A child’s brain is always seeking meaning,” she said. “If you give them meaningless sound, it may have a disruptive effect on their brain organization.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Use the spread of technology to your advantage\u003c/strong>. Rather than bemoan the constant bleeping and chirping of everyday life, much of it the result of technological advances, welcome the new sound opportunities these developments provide. Technologies that shrink the globalized world enable second-language learning. Online videos allow aspiring musicians to listen and learn from others who are playing the same piece. The ease of travel invites opportunities to hear other types of sounds that might not be typical in a local environment. Assistive listening devices can help offset hearing loss and language disorders. Judicious use of technological progress can be used to build effective sound-to-meaning connections. And noise-cancelling headphones or simple earplugs can be deployed as needed to shut down the unwanted sounds that some technologies emit.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46824/what-types-of-sound-experiences-enable-children-to-learn-best","authors":["4613"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_21052","mindshift_20784","mindshift_1040","mindshift_364","mindshift_74","mindshift_1037"],"featImg":"mindshift_47038","label":"mindshift"},"mindshift_46600":{"type":"posts","id":"mindshift_46600","meta":{"index":"posts_1591205157","site":"mindshift","id":"46600","score":null,"sort":[1477290827000]},"guestAuthors":[],"slug":"how-audiobooks-can-help-kids-who-struggle-with-reading","title":"How Audiobooks Can Help Kids Who Struggle with Reading","publishDate":1477290827,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>School librarian Mary Ann Scheuer remembers a second grader who couldn’t keep up with the class during reading time. The child was a grade-level behind in reading, and while the rest of the class could sit quietly for 30 minutes, engrossed in \u003cem>Horrible Harry\u003c/em>, this child began to act out after ten frustrating minutes with the book. On Scheuer’s recommendation, the teacher introduced the student to the same story via an audiobook; he listened to the story, and then sat alone with the book to read on his own. Scheuer recalls the boy saying, \"I read it so much faster by myself after I listened to it!.\" She added, “It was a game changer for him.”\u003c/p>\n\u003cp>Teachers and parents who read aloud to children have long known that good stories have the power to captivate the most restless of kids. Before books became the main means of conveying information, spoken word was the vehicle for sharing culture, tradition and values. The continuation of those experiences depended on the attention of the listener. Being able to listen well and remember what was said was an essential part of the oral tradition.\u003c/p>\n\u003cp>Research underscores the link between listening and literacy. Work by \u003ca href=\"http://www.stanleyteacherprep.org/uploads/2/3/3/0/23305258/soh_the_early_catastrophe_-_the_30_million_word_gap_by_age_3_-_risley_and_hart_-_summary.pdf\">Betty Hart and Todd Risley\u003c/a> found that the vocabularies of three-year-olds were predictive of their language and reading skills at age ten. Studies carried out at \u003ca href=\"http://news.stanford.edu/news/2013/september/toddler-language-gap-091213.html\">Stanford\u003c/a> showed a gap in vocabularies between children of the well-off and those with lower socioeconomic status is apparent in children as young as 18 months. And professor \u003ca href=\"http://www.npr.org/sections/ed/2016/07/22/486452431/from-mozart-to-mr-rogers-literacy-music-and-the-brain\">Nina Kraus\u003c/a> at Northwestern University, who explores the complexity of sound processing in the brain, has found that a variety of factors, including income level and a mother’s education, play a role in how well children process sound—which in turn affects reading ability.\u003c/p>\n\u003cp>Educators like Mary Ann Scheuer, who has taught with and promoted audiobooks in the classroom -- and began her own blog \u003ca href=\"http://greatkidbooks.blogspot.com/\">Great Kid Books \u003c/a>-- sees how exposing kids to the spoken word via rich stories improves literacy. While books require readers to decode every word, stories told aloud free up the listener to connect with the story and the storyteller. “It provides an emotional connection to the narrator,” Scheuer said, which in turn motivates kids to continue listening. Well-told stories can also fill the vocabulary gap for those students who haven’t been exposed to a rich array of words over their lives. For children with already abundant vocabularies, listening to stories with more complex language expands their stable of words and exposes them to more sophisticated stories. Scheuer said her 8\u003csup>th\u003c/sup> grade daughter, who struggles with ADD, listened to Walter Isaacson’s massive biography of Steve Jobs—something she would have given up on in written form—while doodling in a notebook. “It pulled her in and kept her attention,” she said.\u003c/p>\n\u003cp>For Ashley Alicea, a third grade teacher at W.J. Gurganus Elementary School in Havelock, North Carolina, audiobooks have been most transformative for those kids who hate to read. “It almost seems to open up a world of reading for them,” Alicea said. She encourages kids to make a movie in their minds while listening—to visualize the story they’re hearing. Absent the need to decipher each word, reread for content, and then picture the story, these struggling readers listening to stories soon fall for the book itself, and are able to participate in class discussions about plot and character. Many kids go on to read the books after hearing them read aloud. And audiobooks help all readers improve their fluency: Alicea sometimes plays a paragraph, and invites her students to read it aloud and try to match the narrator’s pacing, tone, and expression. “Every modality and learning type can benefit from audiobooks,” Alicea said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Audiobooks and podcasts are popular ways of bringing stories to students, and each mode brings something unique to the class. William Weil, who with his wife founded the audiobook steaming service for schools, \u003ca href=\"https://www.tales2go.com/\">Tales2Go\u003c/a>, said that even kids surrounded by articulate adults benefit from hearing the complex words and sentences found in novels and nonfiction; correct usage is often lacking in ordinary conversation. Further, audiobooks come with “transcripts”—the book itself—which help support literacy. Finally, advances in digital technology allow teachers to bring audiobooks to the classroom without depending on dated cassettes or CDs: the site Tales2Go allows teachers and schools to buy instant, simultaneous, and unlimited access to audiobooks, letting students listen to stories on multiple devices.\u003c/p>\n\u003cp>Podcasts have their own virtues. Monica Brady-Myerov, who provides NPR podcasts to teachers through \u003ca href=\"https://listenwise.com/\">Listenwise\u003c/a>, said that hearing real people tell their stories triggers an emotional reaction among listeners. “Empathy comes from listening to other people tell their story, which improves learning,” she said—the same reason author \u003ca href=\"http://www.recode.net/2016/6/16/11934370/malcolm-gladwell-podcast-revisionist-history-mass-shootings\">Malcolm Gladwell\u003c/a> gave for starting his own podcast: to “move people emotionally.” Also, unlike audiobooks, which started on paper and were written to be read, podcasts are created to be heard. “That’s what moves the story along—the flow; it sounds better,” she said. Podcasts also often have the advantage of being shorter. What most podcasts don’t have, versus audiobooks? The editors or publishers who provide oversight. “A lot are provided by people who are just interested in the subject,” she said. This is fine, Brady-Myerov adds, except that the “tsunami of podcasts” makes it harder for teachers and parents to discern the legitimate from the looney.\u003c/p>\n\u003cp>For teachers eager to introduce audiobooks and podcasts to their classroom, the following compilation of stories have been recommended by educators and individuals cited in this post:\u003c/p>\n\u003cp>\u003cstrong>Audiobooks \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">Preschool-second grade\u003c/span>\u003cbr>\n\u003cem>Creepy Carrots\u003c/em>, by James Naughton\u003cbr>\n\u003cem>Don’t Let the Pigeon Drive the Bus\u003c/em>, by Mo Willems\u003cbr>\n\u003cem>Dynamite Daniels\u003c/em>, by Nikki Grimes\u003cbr>\n\u003cem>Frog & Toad\u003c/em>, by Arnold Lobel\u003cbr>\n\u003cem>Mercy Watson\u003c/em>, by Kate DiCamillo\u003cbr>\n\u003cem>Magic Treehouse Series\u003c/em>, by Mary Pope Osborne\u003cbr>\n\u003cem>Year of the Dog\u003c/em>, by Grace Lin\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">Elementary level\u003c/span>\u003cbr>\n\u003cem>What Elephants Know\u003c/em>, by Eric Dinerstein\u003cbr>\n\u003cem>Turtle in Paradise\u003c/em>, by Jennifer Holm\u003cbr>\n\u003cem>Bud, Not Buddy\u003c/em>, by Christopher Paul Curtis\u003cbr>\n\u003cem>The Watsons Go to Birmingham\u003c/em>, by Christopher Paul Curtis\u003cbr>\n\u003cem>H.O.R.S.E. A Game of Basketball and Imagination\u003c/em>, by Christopher Myers\u003cbr>\n\u003cem>Echo\u003c/em>, by Pam Munoz Ryan\u003cbr>\n\u003cem>Five, Six, Seven, Nate!\u003c/em> By Tim Federle\u003cbr>\n\u003cem>The Witches\u003c/em>, and \u003cem>BFG\u003c/em>, by Roald Dahl\u003cbr>\n\u003cem>Deep and Dark and Dangerous\u003c/em>, by Mary Downing Hahn\u003cbr>\n\u003cem>Ghetto Cowboy\u003c/em>, by G. Neri\u003cbr>\n\u003cem>The War That Saved My Life\u003c/em>, Kimberly Brubaker Bradley\u003cbr>\n\u003cem>Home of the Brave\u003c/em>, by Katherine Applegate\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">Teenagers\u003c/span>\u003cbr>\n\u003cem>All American Boy,\u003c/em> by Jason Reynolds\u003cbr>\n\u003cem>Anna and the Swallow Man\u003c/em>, by Gavriel Savit\u003cbr>\n\u003cem>Nimona\u003c/em>, by Noelle Stevenson\u003cbr>\n\u003cem>The Darkest Part of the Forest\u003c/em>, by Holly Black\u003cbr>\n\u003cem>Eleanor & Park: A Novel\u003c/em>, by Rainbow Rowell\u003cbr>\n\u003cem>The Fault in Our Stars\u003c/em>, by John Green\u003c/p>\n\u003cp>\u003cstrong>Podcasts\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">Pre-K to 3\u003cbr>\n\u003c/span>\u003cem>But Why?\u003c/em> – From Vermont Public Radio, starting with questions asked by young children. (Do bumblebees have hearts?)\u003cbr>\n\u003cem>Earsnacks\u003c/em> – An exploration of various topics, using kids’ voices, expert opinions, and music.\u003c/p>\n\u003cp>\u003cu>Grades 4 - 8\u003cbr>\n\u003c/u>\u003cem>Welcome to Nightvale – \u003c/em>A dark and funny exploration of the fictional town of Nightvale.\u003cbr>\n\u003cem>The Radio Adventures of Eleanor Amplified\u003c/em>– From WHYY in Philadelphia, this show follows young journalist and adventurer Eleanor, who goes from space to sea. With sound effects, lots of voices, and music.\u003c/p>\n\u003cp>\u003cu>Grades 9 - 12\u003cbr>\n\u003c/u>\u003cem>Lore\u003c/em> – Soon to be a TV show, this podcast examines the origins of vampires, witches and other grim historical tales.\u003cbr>\n\u003cem>Serial\u003c/em> – From NPR’s This American Life, these podcast series examine two dramatic events: the murder trial of Adnan Syed, and the disappearance of Sergeant Bowe Bergdahl from his unit in Afghanistan. (Adult content and language.)\u003cbr>\n\u003cem>Mortified\u003c/em> – Adults reading from their teenage diaries, with much embarrassment and humor. (Adult content and language.)\u003cbr>\n\u003cem>RadioLab\u003c/em> – From NPR, documentary-style examinations of real events and problems, told with music.\u003cbr>\n\u003cem>Revisionist History\u003c/em> – From Malcolm Gladwell, close looks at historical events that were either overlooked or possibly misinterpreted.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Are there other audiobooks we should know about? Please add to the list in the comments section below. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"The growth in digital technologies and spread of storytelling have made audiobooks easier than ever to download and use with kids. ","status":"publish","parent":0,"modified":1477290827,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1403},"headData":{"title":"How Audiobooks Can Help Kids Who Struggle with Reading | KQED","description":"The growth in digital technologies and spread of storytelling have made audiobooks easier than ever to download and use with kids. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"46600 http://ww2.kqed.org/mindshift/?p=46600","disqusUrl":"https://ww2.kqed.org/mindshift/2016/10/23/how-audiobooks-can-help-kids-who-struggle-with-reading/","disqusTitle":"How Audiobooks Can Help Kids Who Struggle with Reading","path":"/mindshift/46600/how-audiobooks-can-help-kids-who-struggle-with-reading","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>School librarian Mary Ann Scheuer remembers a second grader who couldn’t keep up with the class during reading time. The child was a grade-level behind in reading, and while the rest of the class could sit quietly for 30 minutes, engrossed in \u003cem>Horrible Harry\u003c/em>, this child began to act out after ten frustrating minutes with the book. On Scheuer’s recommendation, the teacher introduced the student to the same story via an audiobook; he listened to the story, and then sat alone with the book to read on his own. Scheuer recalls the boy saying, \"I read it so much faster by myself after I listened to it!.\" She added, “It was a game changer for him.”\u003c/p>\n\u003cp>Teachers and parents who read aloud to children have long known that good stories have the power to captivate the most restless of kids. Before books became the main means of conveying information, spoken word was the vehicle for sharing culture, tradition and values. The continuation of those experiences depended on the attention of the listener. Being able to listen well and remember what was said was an essential part of the oral tradition.\u003c/p>\n\u003cp>Research underscores the link between listening and literacy. Work by \u003ca href=\"http://www.stanleyteacherprep.org/uploads/2/3/3/0/23305258/soh_the_early_catastrophe_-_the_30_million_word_gap_by_age_3_-_risley_and_hart_-_summary.pdf\">Betty Hart and Todd Risley\u003c/a> found that the vocabularies of three-year-olds were predictive of their language and reading skills at age ten. Studies carried out at \u003ca href=\"http://news.stanford.edu/news/2013/september/toddler-language-gap-091213.html\">Stanford\u003c/a> showed a gap in vocabularies between children of the well-off and those with lower socioeconomic status is apparent in children as young as 18 months. And professor \u003ca href=\"http://www.npr.org/sections/ed/2016/07/22/486452431/from-mozart-to-mr-rogers-literacy-music-and-the-brain\">Nina Kraus\u003c/a> at Northwestern University, who explores the complexity of sound processing in the brain, has found that a variety of factors, including income level and a mother’s education, play a role in how well children process sound—which in turn affects reading ability.\u003c/p>\n\u003cp>Educators like Mary Ann Scheuer, who has taught with and promoted audiobooks in the classroom -- and began her own blog \u003ca href=\"http://greatkidbooks.blogspot.com/\">Great Kid Books \u003c/a>-- sees how exposing kids to the spoken word via rich stories improves literacy. While books require readers to decode every word, stories told aloud free up the listener to connect with the story and the storyteller. “It provides an emotional connection to the narrator,” Scheuer said, which in turn motivates kids to continue listening. Well-told stories can also fill the vocabulary gap for those students who haven’t been exposed to a rich array of words over their lives. For children with already abundant vocabularies, listening to stories with more complex language expands their stable of words and exposes them to more sophisticated stories. Scheuer said her 8\u003csup>th\u003c/sup> grade daughter, who struggles with ADD, listened to Walter Isaacson’s massive biography of Steve Jobs—something she would have given up on in written form—while doodling in a notebook. “It pulled her in and kept her attention,” she said.\u003c/p>\n\u003cp>For Ashley Alicea, a third grade teacher at W.J. Gurganus Elementary School in Havelock, North Carolina, audiobooks have been most transformative for those kids who hate to read. “It almost seems to open up a world of reading for them,” Alicea said. She encourages kids to make a movie in their minds while listening—to visualize the story they’re hearing. Absent the need to decipher each word, reread for content, and then picture the story, these struggling readers listening to stories soon fall for the book itself, and are able to participate in class discussions about plot and character. Many kids go on to read the books after hearing them read aloud. And audiobooks help all readers improve their fluency: Alicea sometimes plays a paragraph, and invites her students to read it aloud and try to match the narrator’s pacing, tone, and expression. “Every modality and learning type can benefit from audiobooks,” Alicea said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Audiobooks and podcasts are popular ways of bringing stories to students, and each mode brings something unique to the class. William Weil, who with his wife founded the audiobook steaming service for schools, \u003ca href=\"https://www.tales2go.com/\">Tales2Go\u003c/a>, said that even kids surrounded by articulate adults benefit from hearing the complex words and sentences found in novels and nonfiction; correct usage is often lacking in ordinary conversation. Further, audiobooks come with “transcripts”—the book itself—which help support literacy. Finally, advances in digital technology allow teachers to bring audiobooks to the classroom without depending on dated cassettes or CDs: the site Tales2Go allows teachers and schools to buy instant, simultaneous, and unlimited access to audiobooks, letting students listen to stories on multiple devices.\u003c/p>\n\u003cp>Podcasts have their own virtues. Monica Brady-Myerov, who provides NPR podcasts to teachers through \u003ca href=\"https://listenwise.com/\">Listenwise\u003c/a>, said that hearing real people tell their stories triggers an emotional reaction among listeners. “Empathy comes from listening to other people tell their story, which improves learning,” she said—the same reason author \u003ca href=\"http://www.recode.net/2016/6/16/11934370/malcolm-gladwell-podcast-revisionist-history-mass-shootings\">Malcolm Gladwell\u003c/a> gave for starting his own podcast: to “move people emotionally.” Also, unlike audiobooks, which started on paper and were written to be read, podcasts are created to be heard. “That’s what moves the story along—the flow; it sounds better,” she said. Podcasts also often have the advantage of being shorter. What most podcasts don’t have, versus audiobooks? The editors or publishers who provide oversight. “A lot are provided by people who are just interested in the subject,” she said. This is fine, Brady-Myerov adds, except that the “tsunami of podcasts” makes it harder for teachers and parents to discern the legitimate from the looney.\u003c/p>\n\u003cp>For teachers eager to introduce audiobooks and podcasts to their classroom, the following compilation of stories have been recommended by educators and individuals cited in this post:\u003c/p>\n\u003cp>\u003cstrong>Audiobooks \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">Preschool-second grade\u003c/span>\u003cbr>\n\u003cem>Creepy Carrots\u003c/em>, by James Naughton\u003cbr>\n\u003cem>Don’t Let the Pigeon Drive the Bus\u003c/em>, by Mo Willems\u003cbr>\n\u003cem>Dynamite Daniels\u003c/em>, by Nikki Grimes\u003cbr>\n\u003cem>Frog & Toad\u003c/em>, by Arnold Lobel\u003cbr>\n\u003cem>Mercy Watson\u003c/em>, by Kate DiCamillo\u003cbr>\n\u003cem>Magic Treehouse Series\u003c/em>, by Mary Pope Osborne\u003cbr>\n\u003cem>Year of the Dog\u003c/em>, by Grace Lin\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">Elementary level\u003c/span>\u003cbr>\n\u003cem>What Elephants Know\u003c/em>, by Eric Dinerstein\u003cbr>\n\u003cem>Turtle in Paradise\u003c/em>, by Jennifer Holm\u003cbr>\n\u003cem>Bud, Not Buddy\u003c/em>, by Christopher Paul Curtis\u003cbr>\n\u003cem>The Watsons Go to Birmingham\u003c/em>, by Christopher Paul Curtis\u003cbr>\n\u003cem>H.O.R.S.E. A Game of Basketball and Imagination\u003c/em>, by Christopher Myers\u003cbr>\n\u003cem>Echo\u003c/em>, by Pam Munoz Ryan\u003cbr>\n\u003cem>Five, Six, Seven, Nate!\u003c/em> By Tim Federle\u003cbr>\n\u003cem>The Witches\u003c/em>, and \u003cem>BFG\u003c/em>, by Roald Dahl\u003cbr>\n\u003cem>Deep and Dark and Dangerous\u003c/em>, by Mary Downing Hahn\u003cbr>\n\u003cem>Ghetto Cowboy\u003c/em>, by G. Neri\u003cbr>\n\u003cem>The War That Saved My Life\u003c/em>, Kimberly Brubaker Bradley\u003cbr>\n\u003cem>Home of the Brave\u003c/em>, by Katherine Applegate\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">Teenagers\u003c/span>\u003cbr>\n\u003cem>All American Boy,\u003c/em> by Jason Reynolds\u003cbr>\n\u003cem>Anna and the Swallow Man\u003c/em>, by Gavriel Savit\u003cbr>\n\u003cem>Nimona\u003c/em>, by Noelle Stevenson\u003cbr>\n\u003cem>The Darkest Part of the Forest\u003c/em>, by Holly Black\u003cbr>\n\u003cem>Eleanor & Park: A Novel\u003c/em>, by Rainbow Rowell\u003cbr>\n\u003cem>The Fault in Our Stars\u003c/em>, by John Green\u003c/p>\n\u003cp>\u003cstrong>Podcasts\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">Pre-K to 3\u003cbr>\n\u003c/span>\u003cem>But Why?\u003c/em> – From Vermont Public Radio, starting with questions asked by young children. (Do bumblebees have hearts?)\u003cbr>\n\u003cem>Earsnacks\u003c/em> – An exploration of various topics, using kids’ voices, expert opinions, and music.\u003c/p>\n\u003cp>\u003cu>Grades 4 - 8\u003cbr>\n\u003c/u>\u003cem>Welcome to Nightvale – \u003c/em>A dark and funny exploration of the fictional town of Nightvale.\u003cbr>\n\u003cem>The Radio Adventures of Eleanor Amplified\u003c/em>– From WHYY in Philadelphia, this show follows young journalist and adventurer Eleanor, who goes from space to sea. With sound effects, lots of voices, and music.\u003c/p>\n\u003cp>\u003cu>Grades 9 - 12\u003cbr>\n\u003c/u>\u003cem>Lore\u003c/em> – Soon to be a TV show, this podcast examines the origins of vampires, witches and other grim historical tales.\u003cbr>\n\u003cem>Serial\u003c/em> – From NPR’s This American Life, these podcast series examine two dramatic events: the murder trial of Adnan Syed, and the disappearance of Sergeant Bowe Bergdahl from his unit in Afghanistan. (Adult content and language.)\u003cbr>\n\u003cem>Mortified\u003c/em> – Adults reading from their teenage diaries, with much embarrassment and humor. (Adult content and language.)\u003cbr>\n\u003cem>RadioLab\u003c/em> – From NPR, documentary-style examinations of real events and problems, told with music.\u003cbr>\n\u003cem>Revisionist History\u003c/em> – From Malcolm Gladwell, close looks at historical events that were either overlooked or possibly misinterpreted.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Are there other audiobooks we should know about? Please add to the list in the comments section below. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46600/how-audiobooks-can-help-kids-who-struggle-with-reading","authors":["4613"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_21023","mindshift_20784","mindshift_1040","mindshift_74","mindshift_550","mindshift_1037"],"featImg":"mindshift_46786","label":"mindshift"},"mindshift_43141":{"type":"posts","id":"mindshift_43141","meta":{"index":"posts_1591205157","site":"mindshift","id":"43141","score":null,"sort":[1454403873000]},"guestAuthors":[],"slug":"finding-the-math-in-storybooks-for-young-children","title":"Finding the Math in Storybooks for Young Children","publishDate":1454403873,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By Herbert P. Ginsburg\u003c/strong>\u003c/p>\n\u003cp>Reading is an opportunity for you to learn about your child’s world. Young children (roughly ages 2–6) are often described as egocentric. They see the world from a limited perspective. But adults can be equally egocentric. They often do not understand what the world looks like from a child’s point of view. As you read \u003cem>with — \u003c/em>and not just\u003cem> to — \u003c/em>your child, you may learn that she interprets events differently from you, that she sees things in the story that you did not, and that she learns from the story in ways you did not expect. Reading \u003cem>with\u003c/em> can provide a window into your child’s mind as well as clues to nurturing her thinking.\u003c/p>\n\u003cp>It is important for you to read storybooks that have math learning as their primary goal. Counting books and shape books are of this type. Of course, goals are different from quality. \"Anno’s Counting Book\" uses beautiful illustrations to pose the challenge of finding different numbers of objects. Other counting books are conventional and tedious.\u003c/p>\n\u003cp>Another type of storybook does not aim to teach math explicitly, but contains important mathematical ideas embedded within the story. Goldilocks sees that the Baby Bear’s bed is the smallest, and that Mama’s bed is bigger than Baby’s but smaller than Papa’s. Also, Baby Bear is smaller than Mama, who is in turn smaller than Papa. The beds are in increasing order of size, and so are the bears. The order is more complex than it initially appears: Mama is both bigger than Baby Bear and smaller than Papa Bear. Also, there is a simple correlation between the size of the bears and the size of the beds: the bigger the bear, the bigger the bed.\u003c/p>\n\u003cp>So, the story of Goldilocks and the Three Bears contains some fundamentally important math ideas, some of which children find difficult, about relative size, order and the relations between two sequences.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When reading books, it’s important to realize that math is a broad subject. Clearly, a counting book or a shape book describing circles and squares are both explicitly about math, in the sense of the kind of formal math we usually learn in school. Although not explicitly about school math, Goldilocks entails relatively complex math ideas— order and correlation. Other storybooks deal in an informal way with patterns, spatial relations, measurement, addition and subtraction, and division — all of which are “math.” Indeed, it would be hard to find a non-math storybook that does not include everyday math in this broad sense. In fact, ordinary storybooks may contain more interesting math than do explicit math storybooks (and textbooks, too!).\u003c/p>\n\u003cp>This in turn raises the question of the type of math you want your child to learn — school math or embedded math? The answer is both. Children need to memorize the counting words, but also need to know that their order specifies relative magnitude. They need to memorize 1, 2, 3, 4, but also need to know that 3 is a bigger number than 2 because it comes after 2, but it is also a smaller number than 4, because it comes after 3. Memorizing symbols is not enough, just as knowing the everyday story is not enough. Eventually, the child needs to know how the informal ideas provide the meaningful basis for the formal math.\u003c/p>\n\u003cp>Given all this, how can you read storybooks in such a way as to promote your child’s math learning?\u003c/p>\n\u003cp>Some do’s:\u003c/p>\n\u003cp>-- Read books that you both find interesting, amusing and full of wonder, books that will grow the child’s budding love of reading. Bypass boring stories, even if you think they are “educational.” Enjoy the story!\u003c/p>\n\u003cp>-- Talk with your child about the various ideas, including the math ideas. “Who is bigger, Mama Bear or Papa Bear? How do you know? Which bear gets the biggest bed? Why?”\u003c/p>\n\u003cp>-- Use math language to describe and explain (“This is a square because it has four sides and they are all the same length.”) and encourage the child to put her ideas into words.\u003c/p>\n\u003cp>-- Keep the child engaged in the book, for example, by asking her to point out certain things on a page. “Show me the biggest bear.” Or you can make the questions very open-ended by asking, “What do you see on this page? What is happening?”\u003c/p>\n\u003cp>-- Think about your own experiences with math and whether you might unintentionally transmit any negative feelings about math to the child.\u003c/p>\n\u003cp>In the end, reading math storybooks and storybooks with embedded math can stimulate your child’s thinking, language and enjoyment. Reading can involve you and the child in an intellectual adventure in exploring mathematical ideas. Reading can help you bond with the child. Reading can provide a warm blanket for the child’s mathematical knowledge and provide insights into the child’s mind.\u003c/p>\n\u003cp>If you do it well, reading math storybooks can set the stage for meaningful math achievement in school during the years to come.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Herbert P. Ginsburg, Ph.D., is the Jacob H. Schiff professor of psychology and education at Teachers College, Columbia University. He has drawn on cognitive developmental psychology to develop a mathematics curriculum (Big Math for Little Kids), storybooks for young children and tests of mathematical thinking.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Storybooks for young children that contain math ideas may be far more useful in helping kids learn about math than counting books. ","status":"publish","parent":0,"modified":1454403873,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":925},"headData":{"title":"Finding the Math in Storybooks for Young Children | KQED","description":"Storybooks for young children that contain math ideas may be far more useful in helping kids learn about math than counting books. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"43141 http://ww2.kqed.org/mindshift/?p=43141","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/02/finding-the-math-in-storybooks-for-young-children/","disqusTitle":"Finding the Math in Storybooks for Young Children","path":"/mindshift/43141/finding-the-math-in-storybooks-for-young-children","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Herbert P. Ginsburg\u003c/strong>\u003c/p>\n\u003cp>Reading is an opportunity for you to learn about your child’s world. Young children (roughly ages 2–6) are often described as egocentric. They see the world from a limited perspective. But adults can be equally egocentric. They often do not understand what the world looks like from a child’s point of view. As you read \u003cem>with — \u003c/em>and not just\u003cem> to — \u003c/em>your child, you may learn that she interprets events differently from you, that she sees things in the story that you did not, and that she learns from the story in ways you did not expect. Reading \u003cem>with\u003c/em> can provide a window into your child’s mind as well as clues to nurturing her thinking.\u003c/p>\n\u003cp>It is important for you to read storybooks that have math learning as their primary goal. Counting books and shape books are of this type. Of course, goals are different from quality. \"Anno’s Counting Book\" uses beautiful illustrations to pose the challenge of finding different numbers of objects. Other counting books are conventional and tedious.\u003c/p>\n\u003cp>Another type of storybook does not aim to teach math explicitly, but contains important mathematical ideas embedded within the story. Goldilocks sees that the Baby Bear’s bed is the smallest, and that Mama’s bed is bigger than Baby’s but smaller than Papa’s. Also, Baby Bear is smaller than Mama, who is in turn smaller than Papa. The beds are in increasing order of size, and so are the bears. The order is more complex than it initially appears: Mama is both bigger than Baby Bear and smaller than Papa Bear. Also, there is a simple correlation between the size of the bears and the size of the beds: the bigger the bear, the bigger the bed.\u003c/p>\n\u003cp>So, the story of Goldilocks and the Three Bears contains some fundamentally important math ideas, some of which children find difficult, about relative size, order and the relations between two sequences.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When reading books, it’s important to realize that math is a broad subject. Clearly, a counting book or a shape book describing circles and squares are both explicitly about math, in the sense of the kind of formal math we usually learn in school. Although not explicitly about school math, Goldilocks entails relatively complex math ideas— order and correlation. Other storybooks deal in an informal way with patterns, spatial relations, measurement, addition and subtraction, and division — all of which are “math.” Indeed, it would be hard to find a non-math storybook that does not include everyday math in this broad sense. In fact, ordinary storybooks may contain more interesting math than do explicit math storybooks (and textbooks, too!).\u003c/p>\n\u003cp>This in turn raises the question of the type of math you want your child to learn — school math or embedded math? The answer is both. Children need to memorize the counting words, but also need to know that their order specifies relative magnitude. They need to memorize 1, 2, 3, 4, but also need to know that 3 is a bigger number than 2 because it comes after 2, but it is also a smaller number than 4, because it comes after 3. Memorizing symbols is not enough, just as knowing the everyday story is not enough. Eventually, the child needs to know how the informal ideas provide the meaningful basis for the formal math.\u003c/p>\n\u003cp>Given all this, how can you read storybooks in such a way as to promote your child’s math learning?\u003c/p>\n\u003cp>Some do’s:\u003c/p>\n\u003cp>-- Read books that you both find interesting, amusing and full of wonder, books that will grow the child’s budding love of reading. Bypass boring stories, even if you think they are “educational.” Enjoy the story!\u003c/p>\n\u003cp>-- Talk with your child about the various ideas, including the math ideas. “Who is bigger, Mama Bear or Papa Bear? How do you know? Which bear gets the biggest bed? Why?”\u003c/p>\n\u003cp>-- Use math language to describe and explain (“This is a square because it has four sides and they are all the same length.”) and encourage the child to put her ideas into words.\u003c/p>\n\u003cp>-- Keep the child engaged in the book, for example, by asking her to point out certain things on a page. “Show me the biggest bear.” Or you can make the questions very open-ended by asking, “What do you see on this page? What is happening?”\u003c/p>\n\u003cp>-- Think about your own experiences with math and whether you might unintentionally transmit any negative feelings about math to the child.\u003c/p>\n\u003cp>In the end, reading math storybooks and storybooks with embedded math can stimulate your child’s thinking, language and enjoyment. Reading can involve you and the child in an intellectual adventure in exploring mathematical ideas. Reading can help you bond with the child. Reading can provide a warm blanket for the child’s mathematical knowledge and provide insights into the child’s mind.\u003c/p>\n\u003cp>If you do it well, reading math storybooks can set the stage for meaningful math achievement in school during the years to come.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Herbert P. Ginsburg, Ph.D., is the Jacob H. Schiff professor of psychology and education at Teachers College, Columbia University. He has drawn on cognitive developmental psychology to develop a mathematics curriculum (Big Math for Little Kids), storybooks for young children and tests of mathematical thinking.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43141/finding-the-math-in-storybooks-for-young-children","authors":["4354"],"categories":["mindshift_194"],"tags":["mindshift_165","mindshift_20784","mindshift_1040","mindshift_392","mindshift_20568","mindshift_1037"],"featImg":"mindshift_43433","label":"mindshift"},"mindshift_28582":{"type":"posts","id":"mindshift_28582","meta":{"index":"posts_1591205157","site":"mindshift","id":"28582","score":null,"sort":[1368540050000]},"guestAuthors":[],"slug":"why-reading-aloud-to-older-children-is-valuable","title":"Why Reading Aloud to Older Children Is Valuable","publishDate":1368540050,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_28743\" class=\"wp-caption center\" style=\"max-width: 585px\">\u003cimg class=\"size-full wp-image-28743\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/200314305-001.jpg\" alt=\"200314305-001\" width=\"585\" height=\"376\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/200314305-001.jpg 585w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/200314305-001-400x257.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/200314305-001-320x206.jpg 320w\" sizes=\"(max-width: 585px) 100vw, 585px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Educator and author \u003ca href=\"http://comingofageinthemiddle.blogspot.com/\">Jessica Lahey\u003c/a> reads Shakespeare and Dickens aloud to her seventh- and eighth-graders, complete with all the voices. Her students love being read to, and sometimes get so carried away with the story, she allows them to lie on the floor and close their eyes just to listen and enjoy it. Lahey reads short stories aloud, too: “My favorite story to read out loud has to be Poe's ‘Tell-tale Heart.’ I heighten the tension and get a little nuts-o as the narrator starts to really go off the rails. So much fun.”\u003c/p>\n\u003cp>While reading Dickens aloud helps students get used to his Victorian literary style, Lahey said that it’s also an opportunity for her to stop and explain rhetorical and literary devices they wouldn’t get on their own. And they read the Bard’s plays together, divvying up the parts, because “that’s how they are meant to be experienced.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Shared words have power, an energy that you can’t get from TV, radio, or online.”\u003c/strong>\u003c/aside>\n\u003cp>Reading aloud to older children -- even up to age 14, who can comfortably read to themselves -- has benefits both academic and emotional, says \u003ca href=\"http://www.trelease-on-reading.com/\">Jim Trelease\u003c/a>, who could easily be called King of the Read-Aloud. Trelease, a Boston-based journalist, turned his passion for reading aloud to his children into \u003ca href=\"http://www.amazon.com/dp/0143037390/?tag=googhydr-20&hvadid=22203885607&hvpos=1t1&hvexid=&hvnetw=g&hvrand=1597732580903068047&hvpone=13.20&hvptwo=&hvqmt=b&hvdev=c&ref=pd_sl_7z3c7bknut_b\">The Read-Aloud Handbook\u003c/a> in 1979; it has since been an unequivocal bestseller with sales in the mult-millions, and Trelease is releasing the seventh, and final, edition in June.\u003c/p>\n\u003cp>Obviously, Trelease firmly believes in the value of reading to kids of all ages.\u003c/p>\n\u003cp dir=\"ltr\">“The first reason to read aloud to older kids is to consider the fact that a child’s reading level doesn’t catch up to his listening level until about the eighth grade,” said Trelease, referring to a 1984 \u003ca href=\"http://blog.coreknowledge.org/2013/01/31/why-is-there-so-much-listening-in-the-core-knowledges-reading-program/\">study\u003c/a> performed by \u003ca href=\"http://edweb.sdsu.edu/CWELL/stichtbio.html\">Dr. Thomas G. Sticht\u003c/a> showing that kids can understand books that are \u003c!--more-->too hard to decode themselves if they are read aloud. “You have to hear it before you can speak it, and you have to speak it before you can read it. Reading at this level happens through the ear.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"blank\">Research collected on middle school read-alouds\u003c/a> showed that 58 percent of teachers read aloud to their students - and nearly 100 percent of reading and special education teachers. And, while middle-school students reported liking read-alouds, little data has been collected on the “extent and nature” of reading aloud to twelve- to fourteen-year-olds.\u003c/p>\n\u003cp>“Research indicates that motivation, interest, and engagement are often enhanced when teachers read aloud to middle school students,” wrote research authors Lettie K. Albright and Mary Ariail. Teachers surveyed for the study cited modeling as their number-one reason for reading aloud.\u003c/p>\n\u003cp>Trelease acknowledged that modelling the pleasure of reading is important, but there are more reasons read-alouds work so well -- like “broadening the menu.”\u003c/p>\n\u003cp>“Let’s take a nine-year-old who’s just finished two solid years of drill and skill, a lot of testing, a lot of work, and they’re competent, but they’re thinking in terms of reading as a sweat experience,” he said. When a teacher reads a good book above student reading level, he show students that the good stuff -- the really great books -- are coming down the road, if they stick with it.\u003c/p>\n\u003cp>“Broadening the menu” becomes even more important if a child has difficulties with reading. According to \u003ca href=\"http://www.wanderingeducators.com/\">Wandering Eductators\u003c/a>’ Dr. Jessica Voigts, who homeschools her daughter Lillie, reading aloud can make reading more pleasurable for someone with dyslexia. “Reading together – with her watching the words as I read, and then her reading to me – is a way to be together, to experience the world, to enjoy a common pleasure. I read to her, about two-thirds of the time, and then she takes over for one-third of the time. We pass the book back and forth, although we’re usually right next to each other,” she said.\u003c/p>\n\u003cp>And though her daughter struggles, Voigt admitted she reads to Lillie for more than just academic benefits. “This is a time -- tweens, teens -- when life is full of craziness. This is one way to have a place of rest, of being, something to count on each day. Shared words have power, an energy that you can’t get from TV, radio, or online,” she said.\u003c/p>\n\u003cp>For Trelease, the power of shared words is a big reason to keep on reading aloud after children are able to read for themselves. Students might interject questions, comfortably wading into complicated or difficult subjects because they are happening to the characters in the story, and not to themselves. “Why do you think so many children’s stories have orphans as characters? Because every child either worries or fantasizes about being orphaned.”\u003c/p>\n\u003cp>While Trelease maintained that read-alouds can happen through any device (“Look at all the truckers listening to books on CD,” he said), and Lahey reads from a physical paper book, dogeared and scrawled with all her notes in the margins, both emphasized how students recall read-alouds with fond memories. Trelease recently received a letter from a retired teacher who reconnected online with former students some 30 years later. She wanted to know the one thing her former students remembered about her class.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Without fail, it was the books she read to them.”\u003c/p>\n\n","blocks":[],"excerpt":"Reading aloud to older children -- even up to age 14, who can comfortably read to themselves -- has benefits both academic and emotional, according to researchers. ","status":"publish","parent":0,"modified":1369353540,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":947},"headData":{"title":"Why Reading Aloud to Older Children Is Valuable | KQED","description":"Reading aloud to older children -- even up to age 14, who can comfortably read to themselves -- has benefits both academic and emotional, according to researchers. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"28582 http://blogs.kqed.org/mindshift/?p=28582","disqusUrl":"https://ww2.kqed.org/mindshift/2013/05/14/why-reading-aloud-to-older-children-is-valuable/","disqusTitle":"Why Reading Aloud to Older Children Is Valuable","path":"/mindshift/28582/why-reading-aloud-to-older-children-is-valuable","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28743\" class=\"wp-caption center\" style=\"max-width: 585px\">\u003cimg class=\"size-full wp-image-28743\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/200314305-001.jpg\" alt=\"200314305-001\" width=\"585\" height=\"376\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/200314305-001.jpg 585w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/200314305-001-400x257.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/200314305-001-320x206.jpg 320w\" sizes=\"(max-width: 585px) 100vw, 585px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Educator and author \u003ca href=\"http://comingofageinthemiddle.blogspot.com/\">Jessica Lahey\u003c/a> reads Shakespeare and Dickens aloud to her seventh- and eighth-graders, complete with all the voices. Her students love being read to, and sometimes get so carried away with the story, she allows them to lie on the floor and close their eyes just to listen and enjoy it. Lahey reads short stories aloud, too: “My favorite story to read out loud has to be Poe's ‘Tell-tale Heart.’ I heighten the tension and get a little nuts-o as the narrator starts to really go off the rails. So much fun.”\u003c/p>\n\u003cp>While reading Dickens aloud helps students get used to his Victorian literary style, Lahey said that it’s also an opportunity for her to stop and explain rhetorical and literary devices they wouldn’t get on their own. And they read the Bard’s plays together, divvying up the parts, because “that’s how they are meant to be experienced.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Shared words have power, an energy that you can’t get from TV, radio, or online.”\u003c/strong>\u003c/aside>\n\u003cp>Reading aloud to older children -- even up to age 14, who can comfortably read to themselves -- has benefits both academic and emotional, says \u003ca href=\"http://www.trelease-on-reading.com/\">Jim Trelease\u003c/a>, who could easily be called King of the Read-Aloud. Trelease, a Boston-based journalist, turned his passion for reading aloud to his children into \u003ca href=\"http://www.amazon.com/dp/0143037390/?tag=googhydr-20&hvadid=22203885607&hvpos=1t1&hvexid=&hvnetw=g&hvrand=1597732580903068047&hvpone=13.20&hvptwo=&hvqmt=b&hvdev=c&ref=pd_sl_7z3c7bknut_b\">The Read-Aloud Handbook\u003c/a> in 1979; it has since been an unequivocal bestseller with sales in the mult-millions, and Trelease is releasing the seventh, and final, edition in June.\u003c/p>\n\u003cp>Obviously, Trelease firmly believes in the value of reading to kids of all ages.\u003c/p>\n\u003cp dir=\"ltr\">“The first reason to read aloud to older kids is to consider the fact that a child’s reading level doesn’t catch up to his listening level until about the eighth grade,” said Trelease, referring to a 1984 \u003ca href=\"http://blog.coreknowledge.org/2013/01/31/why-is-there-so-much-listening-in-the-core-knowledges-reading-program/\">study\u003c/a> performed by \u003ca href=\"http://edweb.sdsu.edu/CWELL/stichtbio.html\">Dr. Thomas G. Sticht\u003c/a> showing that kids can understand books that are \u003c!--more-->too hard to decode themselves if they are read aloud. “You have to hear it before you can speak it, and you have to speak it before you can read it. Reading at this level happens through the ear.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"blank\">Research collected on middle school read-alouds\u003c/a> showed that 58 percent of teachers read aloud to their students - and nearly 100 percent of reading and special education teachers. And, while middle-school students reported liking read-alouds, little data has been collected on the “extent and nature” of reading aloud to twelve- to fourteen-year-olds.\u003c/p>\n\u003cp>“Research indicates that motivation, interest, and engagement are often enhanced when teachers read aloud to middle school students,” wrote research authors Lettie K. Albright and Mary Ariail. Teachers surveyed for the study cited modeling as their number-one reason for reading aloud.\u003c/p>\n\u003cp>Trelease acknowledged that modelling the pleasure of reading is important, but there are more reasons read-alouds work so well -- like “broadening the menu.”\u003c/p>\n\u003cp>“Let’s take a nine-year-old who’s just finished two solid years of drill and skill, a lot of testing, a lot of work, and they’re competent, but they’re thinking in terms of reading as a sweat experience,” he said. When a teacher reads a good book above student reading level, he show students that the good stuff -- the really great books -- are coming down the road, if they stick with it.\u003c/p>\n\u003cp>“Broadening the menu” becomes even more important if a child has difficulties with reading. According to \u003ca href=\"http://www.wanderingeducators.com/\">Wandering Eductators\u003c/a>’ Dr. Jessica Voigts, who homeschools her daughter Lillie, reading aloud can make reading more pleasurable for someone with dyslexia. “Reading together – with her watching the words as I read, and then her reading to me – is a way to be together, to experience the world, to enjoy a common pleasure. I read to her, about two-thirds of the time, and then she takes over for one-third of the time. We pass the book back and forth, although we’re usually right next to each other,” she said.\u003c/p>\n\u003cp>And though her daughter struggles, Voigt admitted she reads to Lillie for more than just academic benefits. “This is a time -- tweens, teens -- when life is full of craziness. This is one way to have a place of rest, of being, something to count on each day. Shared words have power, an energy that you can’t get from TV, radio, or online,” she said.\u003c/p>\n\u003cp>For Trelease, the power of shared words is a big reason to keep on reading aloud after children are able to read for themselves. Students might interject questions, comfortably wading into complicated or difficult subjects because they are happening to the characters in the story, and not to themselves. “Why do you think so many children’s stories have orphans as characters? Because every child either worries or fantasizes about being orphaned.”\u003c/p>\n\u003cp>While Trelease maintained that read-alouds can happen through any device (“Look at all the truckers listening to books on CD,” he said), and Lahey reads from a physical paper book, dogeared and scrawled with all her notes in the margins, both emphasized how students recall read-alouds with fond memories. Trelease recently received a letter from a retired teacher who reconnected online with former students some 30 years later. She wanted to know the one thing her former students remembered about her class.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Without fail, it was the books she read to them.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28582/why-reading-aloud-to-older-children-is-valuable","authors":["4445"],"categories":["mindshift_193"],"tags":["mindshift_1037"],"featImg":"mindshift_28743","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2023/08/possible-5gxfizEbKOJ-pbF5ASgxrs_.1400x1400.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/10/ATC_1400.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/powerpress/1440_0018_AmericanSuburb_iTunesTile_01.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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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. 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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://ww2.kqed.org/app/uploads/2021/10/ME_1400.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","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/2024/01/OOW_Tile_Final.png","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","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. 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