4+-+Formal+and+Informal+Sources+with+Annotations

**Annotated Bibliography**

Criscuolo, N. (1964). Let's stimulate our reluctant readers. //Peabody Journal of Education//. //42//(3). 157-162.

The author claims that the way to reach out to young readers is to stimulate them. The way teachers stimulate children with books is by helping them get over their fear of failure with reading. One first step in the right direction is to implement "free" reading time in the classroom where students read books of their choice for pleasure. Another way to reach out to reluctant readers is to have books of varying difficulty available in the classroom library. Besides variety, these books need to be changed frequently so that students still have a large amount of choice.

This article provides a lot of helpful tips for the types of reading materials that should be present in the classroom, as well as the characteristics of them. I think that I should use the tips provided in this article and apply them to the types of technology solutions I find in order to make sure that the technology is able to stimulate the students. I also like the idea of "free" reading time. I think that would help students feel like they have a little bit of ownership about their day.

Chambliss, M. J., & McKillop, A. M. (2000). Creating a print and technology rich classroom library to entice children to read. In //Engaging young readers: Promoting achievement and motivation//. Retrieved from [|http://books.google.com/books?id=vOuoZO3dyjcC&pg=PA94&lpg=PA94&dq=Creating+a+Print+and+Technology+Rich+Classroom+Library+to+Entice+Children+to+Read&source=bl&ots=WM0vNTq76h&sig=T6BMWFbIb6f7Z2iEc0yA-c9bivo&hl=en&ei=QSiCTubOHsTagQfc0O1F&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCQQ6AEwAA#v=onepage&q=Creating%20a%20Print%20and%20Technology%20Rich%20Classroom%20Library%20to%20Entice%20Children%20to%20Read&f=false]

The author claims that an "effective" classroom library should involve both rich, print resources (e.g. trade books, literature, etc.) and supplemental technology resources (e.g. digital stories, booktalks, etc.) in a friendly environment in order to encourage children to read. Research shows that how teachers integrate their classroom libraries with their normal reading instruction influences student achievement in reading. Overall, this article focuses on the benefits of effective classroom libraries, their characteristics, and provides suggestions for how teachers can use them as ways to encourage all learners to love reading.

This article provides a nice framework for setting up a classroom environment that encourages a love for reading in students. There are multiple practical suggestions that I can use in my future classroom. I like that the suggestions and the strategies mentioned in the article are not only beneficial for my reluctant readers, but for my bookworms as well. Taking these steps to set up an effective classroom library seems like a must if I am thinking of ways to reach out to my reluctant readers.

Criscuolo, N. (1969). A multimedia program for reluctant readers. //Journal of Reading//. //13//(3) 212-214.

This article was a study about a school that inserted a six week film unit into their reading improvement plan. The results showed that the use of film, relevant paperbacks, prints, photographs, sound tapes, and records in this unit actually made students "want to come to school." The study showed that the use of multimedia in the classroom yielded higher results than traditional programs.

I think I would use this article and compare it to the digital booktalk article. I think it is interesting to see how something nearly forty years ago can be made contemporary in today's classrooms. This school used film to engage reluctant readers, just like people can use digital booktalks today to engage reluctant readers--a really interesting connection to look at!

Gunter, G., & Kenny, R. (2008). Digital booktalk: Digital media for reluctant readers. //Contemporary Issues in Technology and Teacher Education//, //8//(1). Retrieved from []

The author claims: "The intent of this article is to share information and provide guidance for preservice and in-service teachers about a mediated alternative instructional strategy that has the ability to reach reluctant and struggling readers" (Gunter, 2008). The tool suggested in this article is Digital Booktalk. "Digital Booktalk is a Web portal that uses video trailers and associated activities in an attempt to effectively match potential readers. Initial pilot studies tested out these assumptions and determined that these types of mediated interventions can be successful in motivating students to read and complete books and increase personal understanding of the relevance of reading and writing in the lives of those who otherwise demonstrate an aversion to text-based media" (Gunter, 2008).

I can use Digital Booktalk as a tool to encourage my reluctant readers to read. This article is also useful in helping me answer my question because it defined two types of reluctant readers: "those who can read but do not enjoy it and those who find reading so difficult that they avoid it whenever they can" (Gunter, 2008). Distinguishing between the two types is important for teachers because it helps point out that there are different reasons students chose not to read, which means different strategies will be needed to help reluctant readers gain confidence and / or enjoy reading.

Center for Implementing Technology in Education, Multimedia applications for the classroom. Retrieved from []

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">This post is about the disconnect between media us<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">e in homes vs. media use in schools. CITEd believes that the "integration of multimedia into instruction can help reduce curriculum barriers and improve learning for all students." This article lists a couple of ways teachers can use technology to connect student learning. The post contains brief annotations about: talking books and speech synthesis, CD-ROM storybooks, video/videodiscs, hypermedia, and computer simulations.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Though this post does not specifically address reluctant readers, it does mention a disconnect that I think can be closely tied with a reading disconnect. The fact that this post points out that students are not as motivated by how material is presented at school could closely be related to why some students are reluctant readers. I am hoping to use this post in my inquiry project by using some of the tools CITEd wrote about. I think that talking books and hypermedia could be used to increase student motivation about reading--those are the two ideas that really caught my eye.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">K12Reader, (2008 - 2011). Strategies to help engage reluctant readers in reading. Retrieved from []

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">This post explains what reluctant readers are, provides strategies to help engage reluctant readers in reading, and specifically addresses these areas: identify the root cause of the reluctance, specialize reading services, individualize reading instruction and experiences, provide high interest reading material, being a good role model, strategies for supporting boys.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">I could easily see myself using this post to provide background information to people and use it to make connections to my inquiry project / lay the foundation for the beginning of my presentation. I also like the versatility of the information. This post spoke so loudly to me that I found it really easy to come up with ways to apply these strategies to different technologies that can help reluctant readers. I don't think that technology alone is a simple enough solution to help reluctant readers, so even though some of this information can be seen as deviation from my inquiry question, I think it is important to fully explore what it is I am trying to find answers to--this post is definitely the information I was looking for to start my presentation.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Jones, P. (2006). Reaching Reluctant Readers: Tips, Tools, and Techniques. Retrieved from: [|www.connectingya.com/ALLA2006.doc]

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">This post explains why some readers are reluctant, provides resources for adults to use to reach out to reluctant readers, shares practices for reaching reluctant readers, and explores why teen readers read. Among one of the more interesting sections of this packet is the "qualities of books for reluctant readers" section. Jones talks about the importance of physical appearance of books, the style qualities that<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> are attractive, and the qualities of fiction that are appealing to reluctant readers.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">I could see myself using this resource because I think a lot of the qualities listed in the "qualities of books for reluctant readers" section could be applied to technology and the programs teacher select to encourage reluctant readers. Students still want to look at something that catches their attention in the first ten words, that is true of both hard copies of works or digital copies. Similiarly, students do not want to feel overwhelmed by the amount or arrangement of text, so it is important to keep that in mind as well for the technologies being explored during the research process.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Kids Scoop Activity Page. Retrieved from: []

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">This site designs their programs around the idea that "work" (reading) should feel like play. The "Reluctant Reader Solution" offers consumers a year's supply of games and content. It is a blended program where children play with some components online and the others, offline. The main goal of the program is to have children learn to internalize daily reading.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">This site and product could be helpful for my inquiry project because it can be used at home with parents purchasing it, or in school with the school purchasing the program. This program has been approved by so many and it sounds really promising. I think the different activities will really make reading seem fun, which is great for encouraging reluctant readers!