304-SUP Broch n and Technology dinator of the ests include early en co-editor of Children eading or Literacy (1995), Literacy 3/2/01 5:35 PM Page 1 (3,1) The Im p o rt a n c e of the Classroom Library by Susan B. Neuman A large, varied, and often-refreshed collection of books in the classroom is a vital ingredient in improving reading performance Introduction ). “Encouraging iterature program Reading Research he effects of group ding.” Reading a difference: A Research “The effects of hildren’s & S. McCormick ors: Issues in hicago, IL: 48. eracy’s n. , S. (1996). or children in Emergency 2). Constructing Centers of Inquiry emann. acks for 24-6527). matic, genre, cholastic.com, Recent studies on literacy confirm what educators have known for years: the more contact children have with books, the better readers they become. Teachers can promote better reading performance by reading to children daily and by having them interact with books through the extensive use of classroom libraries. This paper outlines some of the most recent research on classroom libraries and gives specific ideas on how to apply these important findings in the classroom: • the benefits of surrounding children with books • the important role of the classroom library in developing literacy • characteristics of an effective classroom library • reading activities to improve literacy The More Time Children Spend Reading, the Better Readers They Become For virtually all children, the amount of time spent reading in classrooms consistently accelerates their growth in reading skills (Anderson, 1996; Anderson, Wilson & Fielding, 1988; Cunningham & Stanovich, 1998). One study (Anderson & Nagy, 1992) estimates that children learn an average of 4,000 to 12,000 new vocabulary words each year as a Time Spent Reading Correlated with result of book reading. Another study (Anderson et al., Achievement in 5th Graders 1988) found that the highest achievers in 5th grade classrooms were likely to read over 200 times as many minutes per day (21 minutes) as the lowest achievers (who read for less than one tenth of a minute per day). Such striking findings might be related to the number 21 minutes/day of “rare” words outside of their current vocabulary that children encounter in reading versus other language Less than 6 activities. For example, Cunningham and Stanovich seconds/day (1998) report that children’s books have 50% more 10th Percentile 90th Percentile rare words in them than adult prime-time television Achievement Level (Anderson et al., 1988) or the conversation of college graduates. 1 304-SUP Broch 3/2/01 5:35 PM Page 2 (1,1) Together, these studies provide convincing evidence that the amount of reading is a major factor in growth in literacy. libraries start with at leas purchase two additional each year. The Maryland the Maryland State Depar recommends each eleme library media center con titles per student. Each c contain a minimum of 5 partially drawn from the Unfortunately, however, socioeconomic factors can lead to tremendous disparities in access to books at home (Smith, Constantino, & Krashen, 1996). As a result, the International Reading Association strongly advocates for school library media centers and classroom libraries to provide books for all children. Optimal Number of Boo Classroom Library • 300-600, dependin and number of cop The Classroom Library Helps Develop Literacy R ecent research emphasizes the importance of the classroom library, particular in children’s literacy development. In one large-scale study (Neuman, 1999), classroom libraries with high-quality books were placed in over 350 schools to enhance the language and literacy environment of 18,000 economically disadvantaged children. In one study, classsroom libraries increased reading time by 60% Findings revealed that with books in close proximity to classroom activity: • time spent reading increased by 60% compared to a control group • literacy-related activities more than doubled, from an average of 4 interactions per hour to 8.5 interactions per hour • letter knowledge, phonemic awareness, concepts of print and writing, and narrative 2 Number of Books Teach Children to Read Durin competence rose 20% more than the control group after a year, followed by continued gains 6 months and 12 months later • 1st Grade/Picture B • 2nd Grade and up/ Many and Varied Books Make Classroom Libraries Most Effective Fountas and Pinnell (199 tion of about 300-600 bo grade level and number Their calculations estima expect first-graders to rea during the school year, a are likely to read longer the year. Q uality classroom libraries are not simply collections of children’s trade books located in the back corner of the room. There are certain characteristics and design features that strongly influence whether or not classroom libraries may be used to their full potential to improve children’s reading performance. A Large Supply of Books In order to attract and hold children’s interests, classroom libraries must be stocked with many good books. According to the American Library Association (Hack, Hepler, & Hickman, 1993), classroom libraries should include about 300 titles, single and multiple copies, as part of a permanent collection, with supplements from a well-stocked school library. The International Reading Association recommends that classroom 3 304-SUP Broch 3/2/01 5:35 PM Page 2 (2,1) libraries start with at least 7 books per child and purchase two additional new books per child each year. The Maryland Reading Task Force of the Maryland State Department of Education (1998) recommends each elementary school provide a library media center containing a minimum of 20 titles per student. Each classroom collection should contain a minimum of 500 titles, which could be partially drawn from the library media center. Optimal Number of Books in a Classroom Library • 300-600, depending on grade level and number of copies of each title Number of Books Teachers Should Expect Children to Read During the School Year e control tinued er • 1st Grade/Picture Books: 100-125 • 2nd Grade and up/Chapter Books: 50-75 Fountas & Pinnell (1996) ke fective Fountas and Pinnell (1996) recommend a collection of about 300-600 books, depending on the grade level and number of copies of each title. Their calculations estimate that teachers should expect first-graders to read about 100-125 books during the school year, and older children, who are likely to read longer books, 50-75 books for the year. not simply books the room. gn features lassroom tial to ce. High-Quality Book A Wide Variety of Books, Replenished Regularly Classroom libraries need to include a wide variety of books that span a significant range of difficulty. Some of the books should be relatively easy, and some should be challenging for all children. These books may be divided into a “core” collection and a “revolving” collection (Cullinan & Galda, 1994). Just like a public library, the core collection is the permanent collection, available throughout the year. The revolving collection, on the other hand, changes every few weeks, based on the topics to be studied in class, the children’s current interests, and special holidays throughout the year. To spark children’s i reading, books must captivate their imagi want to return to the Only high-quality bo (Neuman, 1999). Rat books from garage s physically attractive, interesting, bright ill should be added to library on a regular An Attractive Setti Children are more li libraries and actively they are physically a features have been i Weinstein, 1986; Neu Variety of Genres Children also need to be exposed to a range of language, topics, genres, and perspectives (McGee & Richgels, 1996). They need books that reflect the diverse, multicultural nature of our society, books where they can learn about themselves and others. The literature selection should include: • Partitions: Book at least two side giving children providing a quie • Traditional stories: Familiar stories that are found in every culture, including fables, folk tales, myths and legends • Ample space: T accommodate a • Fantasy: Stories that contain characters who may have superhuman powers that spark children’s imaginations • Comfortable fu bean bag chairs to create a comf • Realistic fiction: Stories with characters, settings and events that could plausibly happen in true life • Open-faced an Open-faced boo of the books, an the library; tradi baskets hold mu children to read • Historical fiction: Stories set in the past, accurately reflecting the time period in which they occur interests, h many n Library 1993), t 300 t of a s from a national lassroom • Biographies and autobiographies: Books about the lives of everyday or famous people • Literacy displa from the public message center books), listening • Information: Books that provide realistic, accurate and authentic information 3 4 304-SUP Broch 3/2/01 5:35 PM Page 2 (3,1) High-Quality Books lenished To spark children’s interest and enthusiasm about reading, books must catch children’s attention, captivate their imaginations, and make them want to return to their pages again and again. Only high-quality books will achieve these goals (Neuman, 1999). Rather than some old tattered books from garage sales, books need to look physically attractive, with fresh covers and interesting, bright illustrations. Brand-new books should be added to replenish the classroom library on a regular basis. a wide variety ge of difficulty. vely easy, and children. These ” collection and & Galda, 1994). ollection is the oughout the he other hand, n the topics to current interests, e year. to a range of pectives (McGee s that reflect our society, themselves and uld include: aphies: Books famous people • Literacy displays and props: Book posters from the public library, an author’s display, message center (for favorite reviews of books), listening corner, puppets, and flannel ide realistic, mation 4 • Permanent “core” collection and regularly replenished “revolving” collection • Variety of genres • Attractive, inviting setting • Open-faced and traditional bookshelves: Open-faced bookshelves display the covers of the books, and naturally attract children to the library; traditional bookshelves, carts, and baskets hold multiple copies of books for children to read to each other in the past, eriod in which • Wide range of reading difficulty Children are more likely to visit classroom libraries and actively participate in them when they are physically attractive. A number of design features have been identified (Morrow & Weinstein, 1986; Neuman & Roskos, 1992): • Comfortable furnishings: Pillows, carpeting, bean bag chairs, plants, and flowers all help to create a comfortable atmosphere for reading characters, plausibly • 300-600 books • New books with appealing covers • Ample space: There should be room to accommodate about 4 or 5 children at a time haracters owers that Characteristics of a Literacy-Building Classroom Library An Attractive Setting • Partitions: Bookshelves or other barriers on at least two sides help to set the library apart, giving children a sense of privacy and providing a quiet, cozy setting for reading tories that are ng fables, folk board encourage children to use the library in many different ways, for quiet reflection and reading, reenactments of stories, and conveying messages to one another Regular Reading Improves Literacy and Comprehension Time for Reading Children need time to read independently every day. Most authorities recommend about 20 minutes of uninterrupted time per day to “get lost in a book” (Allington, et al., 1996). Elster (1994) suggests that teachers establish a daily “sustained engagement time” when all children are expected to be engaged with books in whatever manner most comfortable to them, whether browsing through books, looking at pictures, or reading the library books alone or with their classmates. 304-SUP Broch 3/2/01 5:35 PM Page 1 (1,1) Susan B. Ne u m During independent reading time, reluctant readers may be more likely to select a book if teachers highlight particular books during daily read-aloud sessions, or read favorite books at least three times prior to placing them in the classroom library (Martinez & Teale, 1988). Neuman and Soundy (1991) found that storybook partnerships — reading books with buddies — provided a special enticement for sustained reading time and conversations around books. Re f e re n c e s Conversations About Books To foster a love of books, children need opportunities to talk about them. Studies suggest that informal conversations around books, such as book talks or book chats, enhance children’s motivation to read. Wells and Chang-Wells (1992), found that children develop more complex understandings of stories by talking about their books with others. During book chats, children tell about an interesting event or fact in their book, information about the author, and why others might like to read it in 5-to-10 minute conversations before the whole group. In the course of retelling, children develop new knowledge and understandings, as well as gains in comprehension. • Allington, R., Guice, S., Mi Li, S. (1996). “Literature-ba schools.” In M.F. Graves, P Taylor (Eds.), The First R: E New York: Teachers Colleg • Anderson, R., Wilson, P., & “Growth in reading and ho outside of school.” Readin 285-303. • Anderson, R.C. (1995). Res Reading. Urbana IL: Cente Special Invitational Confer • Cullinan, B., & Galda, L. (1 Child (3rd edition). Orland • Cunningham, A., & Stanov reading does for the mind 22: 8-15. • Elster, C. (1994). “I guess t children’s emergent readin Young Children, 49: 27-31 In Conclusion • Fountas, I., & Pinnell, G.S. Portsmouth, NH: Heinema Research confirms what has often been written: Children learn to read by reading. Teachers can promote children’s involvement with reading by reading to them daily and by having them interact with books through the extensive use of classroom libraries. With hundreds of good books to read and time to read them, children will get on the right road to reading achievement. 5 • Hack, C., Hepler, S., Hickm Literature in the Elementar New York: Holt, Rinehart • Martinez, M. & Teale, W. ( kindergarten classroom.” For more infor your classroom l To order a customiz author studies, curr 6 304-SUP Broch 3/2/01 5:35 PM Page 1 (2,1) Susan B. Ne u m a n Dr. Susan B. Neuman is a Professor in the Curriculum, Instruction and Technology in Education Department at Temple University, where she is Coordinator of the Reading and Language Arts Graduate Program. Her research interests include early literacy, parent involvement, and technology. Dr. Neuman has been co-editor of the Journal of Literacy Research; her most recent books include: Children Achieving: Best Practices in Early Literacy (1998, International Reading Association), Single-Subject Experimental Design: Applications for Literacy (1995), Literacy in the Television Age (Ablex, 1995), and Language and Literacy in Early Childhood (Harcourt Brace, 1993). The Impor of the Clas by Susan B. Neuman A large, varied, and ofte in the classroom is a vit reading performance Introduction Re f e re n c e s • Allington, R., Guice, S., Michaelson, N., Baker, K., & Li, S. (1996). “Literature-based curricula in high-poverty schools.” In M.F. Graves, P. van den Broek, & B. Taylor (Eds.), The First R: Every Child’s Right to Read. New York: Teachers College Press: 73-96. • Anderson, R., Wilson, P., & Fielding, L. (1988). “Growth in reading and how children spend their time outside of school.” Reading Research Quarterly, 23: 285-303. • Anderson, R.C. (1995). Research Foundations for Wide Reading. Urbana IL: Center for the Study of Reading, Special Invitational Conference. • Cullinan, B., & Galda, L. (1994). Literature and the Child (3rd edition). Orlando, FL: Harcourt Brace. • Cunningham, A., & Stanovich, K. (1998). “What reading does for the mind.” American Educator , 22: 8-15. • Elster, C. (1994). “I guess they do listen: Young children’s emergent readings after adult read-alouds.” Young Children, 49: 27-31. • Fountas, I., & Pinnell, G.S. (1996). Guided Reading. Portsmouth, NH: Heinemann. • Hack, C., Hepler, S., Hickman, J. (1993). Children’s Literature in the Elementary School, (5th edition). New York: Holt, Rinehart & Winston. • Morrow, L.M., & Weinstein, C. (1986). “Encouraging voluntary reading: The impact of a literature program on children’s use of library centers.” Reading Research Quarterly, 21: 330-346. • Morrow, L.M., & Smith, J. (1990). “The effects of group setting on interactive storybook reading.” Reading Research Quarterly, 25: 213-231. • Neuman, S.B. (1999). “Books make a difference: A study of access to literacy.” Reading Research Quarterly. • Neuman, S.B., & Soundy, C. (1991). “The effects of ‘storybook partnerships’ on young children’s conceptions of stories.” In J. Zutell & S. McCormick (Eds.), Learner Factors/Teacher Factors: Issues in Literacy Research and Instruction. Chicago, IL: National Reading Conference: 141-148. • McGee, L., & Richgels, D. (1996). Literacy’s Beginnings. Boston: Allyn and Bacon. • Smith, C., Constantio, B., & Krashen, S. (1996). “Differences in print environments for children in Beverly Hills, Compton, and Watts.” Emergency Librarian, 24: 8-10. • Wells, G., & Chang-Wells, G. L. (1992). Constructing Knowledge Together: Classrooms as Centers of Inquiry and Literacy. Portsmouth, NH: Heinemann. • Martinez, M. & Teale, W. (1988). “Reading in a kindergarten classroom.” Reading Teacher, 41: 568-572. For more information on Scholastic’s wide variety of affordable paperbacks for your classroom library, please call toll-free: 1-800-SCHOLASTIC (1-800-724-6527). To order a customized list of books for your library, please e-mail your thematic, genre, author studies, curriculum or leveling needs to Julie Kreiss at paperbacks@scholastic.com, and we’ll send you a personalized list FREE. 6 Recent studies on literacy co children have with books, t reading performance by read through the extensive use of research on classroom librari ings in the classroom: • the benefits of surr • the important role • characteristics of a • reading activities to The More Time Child the Better Readers Th For virtually all children, the their growth in reading skills Stanovich, 1998). One study 4,000 to 12,000 new vocabul result of book reading. Anoth 1988) found that the highest classrooms were likely to read minutes per day (21 minutes (who read for less than one Such striking findings might b of “rare” words outside of th children encounter in reading activities. For example, Cunn (1998) report that children’s b rare words in them than adul or the conversation of colleg