From School Library Journal
This well-organized book offers readily accessible reading strategies that librarians can teach while sharing favorite literature with K-3 students. Ten research-based techniques are organized into four topical chapters that focus on prediction, retelling, comparing/contrasting, and comprehension. Each chapter begins with an explanation of the strategy covered, a concise analysis of the many benefits students derive from learning it, followed by how-to instruction in clear, easy steps. The entries rely on largely graphic organizers and hands-on materials that can be copied and laminated. Each chapter includes two excellent titles and suggestions for using them. For example, in the one on understanding narrative sequence and retelling, Ken Brown's
The Scarecrow's Hat and D. B. Johnson's
Henry Builds a Cabin are used, along with graphic organizers in the form of a sequence flowchart and enlarged story text with a visual aid of the various narrative parts. The appendix lists over 100 recently published titles; and, at the end of each chapter, there is a list of 10 or so other stories that also fit the strategy. This is quick and easy, fast and fun support for reading skills.
–Teresa Pfeifer, Alfred Zanetti Montessori Magnet School, Springfield, MA Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.
Based on the assumption that school library media specialists are increasingly involved in teaching reading skills, this guide focuses on "research-based reading strategies commonly used in the classroom" to turn library storytime into reading instruction for kindergarten through third grade. Ten reading strategies--such as prediction, sequencing, and comparing and contrasting--are demonstrated, using specific books and attractive reproducible visual models. Altogether, 130 carefully chosen books that can be used with the strategies are listed. This is an interesting addition to program ideas for primary grades, although excessive emphasis on the strategies might bore some students. In sum, this well-conceived work can be a useful tool for school library media specialists who have programs for teaching reading in their libraries.
Sharon E. CohenCopyright © American Library Association. All rights reserved
