Reading Camp Research Articles

Initiating Action Guru SKI dalam Mewujudkan Budaya Literasi di Madrasah Ibtidaiyah Kementerian Agama Kota Banda Aceh

Madrasah Ibtidaiyah teachers have not all realized literacy-based learning. This is because teachers' initiating actions are not all very good, so an in-depth study is needed in this regard. The purpose of this study is to explain the literacy culture of SKI teachers and the initiating action of SKI teachers in shaping literacy culture in Madrasah Ibtidaiyah of the Ministry of Religious Affairs in Banda Aceh. This research is field research with descriptive analysis. The data were obtained from SKI teachers in Madrasah Ibtidaiyah in Banda Aceh. Data were collected by purposive sampling through questionnaires, observations, interviews, and documentation. Data analysis began with reducing data, displaying data, and constructing data interactively. includingThe results of this study show that the literacy culture of SKI teachers in Madrasah Ibtidaiyah is manifested through (1) daily activities, including reading activities 15 minutes before learning and reading the Quran; (2) weekly activities, including literacy every Saturday and Minimoli (Mini Moving Lybrary); (3) semesterly activities, including book summarizing programs, reading camps, book donations, book worms, book presentations, and story telling; and (4) annual activities, including making class libraries and hunting literacy programs. (good) forIn addition, the initiating action of SKI teachers in shaping a culture of literacy in Madrasah Ibtidaiyah of the Ministry of Religious Affairs in Banda Aceh City is divided into 3, namely a score of 50–70 (not good) for as many as 3 SKI teachers; a score of 71–80 (good) for as many as 8 SKI teachers; and a score of 81–100 (very good) for as many as 4 SKI teachers. Initiating action is not influenced by length of service, latest education, or school status but is determined by being responsive, acting independently, and doing more than required.

Jody Mason. Home Feelings: Liberal Citizenship and the Canadian Reading Camp Movement

Jody Mason. <i>Home Feelings: Liberal Citizenship and the Canadian Reading Camp Movement</i>

Contribution of children's reading motivation and prosocial efficacy to reading growth

The purpose of this study was to explore the relationships among summer reading camp participants' initial prosocial efficacy, reading motivation, and their reading skill changes. Despite the theoretical explanation of social and emotional learning (SEL), there is a lack of empirical studies demonstrating the complex relationships and processes among students' social-emotional competencies and beneficial academic learning outcomes. The Freedom Schools reading camp provides learning opportunities during the summer vacation for children primarily from low-income families and minoritized racial and ethnic backgrounds. This study tested the linear relationship between students' initial reading motivation and reading growth with prosocial efficacy as a moderator (n = 67). We found that initial intrinsic regulation was related to students' reading comprehension skill growth, and prosocial efficacy moderated the relationship between reading skill changes and intrinsic regulation. Results provided clues about how students' efficacy for prosocial behavior could explain the relationship between students' reading motivation and reading growth.

Can an Online Reading Camp Teach 5-Year-Old Children to Read?

Literacy is an essential skill. Learning to read is a requirement for becoming a self-providing human being. However, while spoken language is acquired naturally with exposure to language without explicit instruction, reading and writing need to be taught explicitly. Decades of research have shown that well-structured teaching of phonological awareness, letter knowledge, and letter-to-sound mapping is crucial in building solid foundations for the acquisition of reading. During the COVID-19 pandemic, children worldwide did not have access to consistent and structured teaching and are, as a consequence, predicted to be behind in the development of their reading skills. Subsequent evidence confirms this prediction. With the best evidence-based practice in mind, we developed an online version of a well-structured early literacy training program (Reading Camp) for 5-year-old children. This 2-week online Reading Camp program is designed for pre-K children. It incorporates critical components of the fundamental skills essential to learning to read and is taught online in an interactive, multi-sensory, and peer-learning environment. We measure the participants’ literacy skills and other related skills before and after participating in the online Reading Camp and compare the results to no-treatment controls. Results show that children who participated in the online Reading Camp improved significantly on all parameters in relation to controls. Our results demonstrate that a well-structured evidence-based reading instruction program, even if online and short-term, benefits 5-year-old children in learning to read. With the potential to scale up this online program, the evidence presented here, alongside previous evidence for the efficacy of the in-person program, indicates that the online Reading Camp program is effective and can be used to tackle a variety of questions regarding structural and functional plasticity in the early stages of reading acquisition.

A Qualitative Inquiry into Rural Primary Schooler's Hygiene during the Covid-19 Pandemic in Kupang regency, East Nusa Tenggara Province, Indonesia

Introduction: The importance of personal hygiene in preventing the spread of infection cannot be underestimated. Handwashing is an essential aspect of personal hygiene, especially among children. This study aimed to explore primary school students' hygiene in rural and remote areas in the Kupang regency. Methods: This study was conducted as a part of the end line evaluation of the MEMBACA II project. Teachers from four primary schools in three villages were purposively selected to participate in this study. The teachers were recruited from the participant schools of the MEMBACA II Project. Data was collected using phone interviews. Data were analyzed using inductive thematic analysis. Results: In total, there were 31 participants across four primary schools interviewed. The participants consisted of teachers, village leaders, village reading camp facilitators, and school supervisors. Participants were recruited as a proxy for providing information about students' hygiene. There were three themes identified as a result of the data analysis. The first theme is an improvement in children’s hygiene behavior. The second theme is the benefit of the little doctor program in children’s hygiene practices. The third theme challenges in children’s hygiene promotion and education. Overall, children were used to handwashing practices. They understood the importance of handwashing, especially during the Covid-19 pandemic. They were also aware of four essential times of handwashing. However, the adults perceived the need for handwashing equipment and access to clean water were the main challenges to maintaining students' hygiene. Conclusion: The study demonstrated the significance of regularly teaching children about handwashing in making handwashing habits among these youngsters. A continuing provision of health literacy and access to clean water is required to maintain hygiene behavior

Jody Mason, Home Feelings: Liberal Citizenship and the Canadian Reading Camp Movement

Jody Mason, Home Feelings: Liberal Citizenship and the Canadian Reading Camp Movement

Zooming Into Summer: Key Takeaways From a Virtual Summer Reading Intervention

AbstractThe aim of this teaching tip is to share four key takeaways from virtual implementation of a reading intervention in a four‐week summer reading camp (SRC) for rising second‐ and third‐grade students in need of foundational skills support. The SRC, which was a partnership between a university and school district, pivoted to a virtual format for summer 2020 as a result of the COVID‐19 global pandemic. Through information collected during SRC observations and a series of semistructured focus group interviews with SRC teachers, staff, and participating families, the authors found: (a) connecting with families is fundamental, (b) creating a positive virtual learning space is essential, (c) methods and materials for virtual learning matter, and (d) the learning curve for virtual teaching needs ongoing support. Details and ideas are shared for each takeaway with the goal of supporting educators with virtual implementation of reading intervention.

Learning English: A Study of English Novel Reading Camp

Reading is an active involvement and mutual interaction between the reader and the text. Many studies show that reading causes a dramatic improvement in writing and literacy development. Teachers who adopt children’s novel in their teaching believe students can achieve higher levels of reading comprehension in critical thinking and experience the essence of reading for pleasure. To explore the effects of English novel reading on EFL learning, a five-day English Novel Reading Camp was held to help students familiarize with reading strategies and activities as well as reading for pleasure. A children’s novel which provides topics for discussion was used. The participants were thirty-eight senior high school students from a high school in central Taiwan. Data gathered for analysis included their journal writing, survey, group discussions, and interview. This study found that more than ninety percent of the students thought they had learned a lot from this camp and would like to attend similar camps in the future. They found that reading English children’s novel was not as difficult as they thought before. Finishing reading it, they felt an excellent sense of achievement that they had never had before in learning English. They stated that they not only gained more vocabulary, but also realized the value of life, the importance of family and friendship. They also experienced how to interact with the text, illustrate some plots, initiate questions, exchange ideas or negotiate with their peers. This camp helped them be involved in literature discussion for meaning making, connection, and critical thinking. It is hoped that the results of this study will provide ideas concerning literacy development and an alternative method for developing EFL student’s English proficiency.

What does a chemist do? Not modeling, apparently

What does a chemist do? Fish navigation, functionalized pasta, corpse flowers, and mouse tattoos: Newscripts covers a wide variety of things that a person can get up to with a chemistry degree. So it was ironic that this humble Newscripts writer was stumped by the simple question, “What does a chemist do?” The question came from a group of elementary school kids attending a summer reading camp in Baltimore. What answer wouldn’t assume any prior knowledge of chemistry and would be short and pithy enough to stick in their busy minds? The response they got was that a chemist can do any number of things. But honestly, that’s vague and unhelpful. So we turned to C&EN’s erudite Twitter following in search of a better answer. Here are some of our favorites. @mccomstock: “A chemist pushes atoms around for fun and profit.” @EricAshleyNJ: “Make stuff no one’s ever made before.” @MoniqueWilhelm1:

Summer Acceleration in Literacy: A Collaborative Reading Camp Experience

As students progress through middle and secondary grades, they continually encounter increasingly rigorous texts. These students must possess the comprehension and critical thinking skills needed to respond to such texts. Additionally, students need teachers who possess the pedagogical knowledge to teach reading comprehension across content areas. For those students who are struggling readers, the summer months -- in particular -- can be detrimental if appropriate reading resources and instruction are not provided. This article describes one school's initiative to provide middle school students with additional summer reading support and provide reading pedagogical training to pre-service content teachers. By collaborating with a local teacher preparation program, in-service teachers in the focus middle developed an interdisciplinary reading camp. This article describes the camp's structure and its impact on students, in-service teachers, and pre-service teachers.&#x0D;

Reading Camps and Travelling Libraries in New Ontario, 1900-1905

AbstractIn 1900, the Ontario Department of Education and Alfred Fitzpatrick engaged in an experiment to supply books to reading camps for lumber, mining, and railway workers in Northern Ontario. The center-periphery interplay between education officials and Fitzpatrick gave birth to two important adult education agencies: Frontier College and Ontario’s travelling library system. Although the Department partially accepted Fitzpatrick’s original plan for library extension, he garnered enough public support and employer endorsements to leverage government action on key issues related to a systematic book supply, the reduction of illiteracy, and non-formal adult learning techniques. This paper uses primary sources to examine the differing objectives held by Fitzpatrick and the Department during their initial joint venture prior to the Ontario election of 1905. The study highlights why travelling libraries became a provincial responsibility; as well, it shows Fitzpatrick reshaped his original plans by practical interactions with resource workers that led to new approaches for adult learning at the outset of the 20th century.RésuméEn 1900, le Département de l’éducation de l’Ontario et Alfred Fitzpatrick se lancent dans une expérience : celle d’approvisionner en livres les camps des travailleurs forestiers, des mines et des chemins de fer dans le Nord ontarien. Cette interaction « centre-périphérie », des fonctionnaires et de Fitzpatrick, a donné naissance à deux agences importantes d’éducation aux adultes : le Frontier College et le système ontarien de bibliothèques ambulantes. Bien que le Département ait accepté partiellement le plan originel de Fitzpatrick pour l’expansion du système de bibliothèques, ce dernier a pu compter sur un soutien suffisant de la part du public et des employeurs pour motiver le gouvernement à agir sur des questions clés comme l’approvisionnement en livres, la diminution de l’analphabétisme et l’application de techniques d’apprentissage non-formelles pour les adultes. Cet article s’appuie sur des sources primaires afin d’examiner les objectifs divergents de Fitzpatrick et du Département au début de leur entreprise commune, et ce, avant l’élection provinciale de 1905. L’auteur expose pourquoi les bibliothèques ambulantes sont passées sous la responsabilité provinciale. Il montre également que Fitzpatrick a adapté ses plans originaux à la suite d’interactions avec des travailleurs-ressources qui menèrent à de nouvelles approches en éducation aux adultes au début du vingtième siècle.

Beyond the Walls: Outreach Initiatives in Library, University of Moratuwa

Outreach librarianship – a concept which had a history of more than 40 years - has been diversely used in libraries all over the world as well as in Sri Lanka. Outreach Librarianship is aimed to reach out to traditional and non-traditional library users, extending beyond the walls of a physical library to serve underprivileged communities. Establishment of Outreach Services Division in Library, University of Moratuwa has fulfilled a longfelt need to serve the community living in the vicinity of University of Moratuwa. “Child Development Programme” at Sumudu Preschool located in the University premises and “Reading Camp” at Bodhiraja Vidyalaya, Katubedda, Moratuwa are two outreach initiatives that the staff of Library, University of Moratuwa are currently engaged in. This paper describes the accomplishment of these two outreach initiatives through management of physical and human resources without an outreach budget.DOI: http://dx.doi.org/10.4038/sllim.v5i2.7155 Sri Lankan Journal of Librarianship and Information Management Vol.5(2) 2013: 10-22

Reading Camp: Children from the Bahamas Develop a New Appreciation of Children’s Literature

Reading Camp: Children from the Bahamas Develop a New Appreciation of Children’s Literature Joyce Armstrong (bio) Click for larger view View full resolution Nine-year-old Kenisha, a participant of the July 2010 Reading Camp, summed up her new understanding of the connection between reading and the world around her with the words, “It was fun to read stories about animals, and then take pictures [with a camera] about the same animals we read about.” Before this, Kenisha’s reading instruction in her Bahamian primary school had not taught her that a book could represent her reality. Her school, located in a low socio-economic inner-city neighborhood, was attended by children whose families’ mean yearly income was less that $500 a year. For these children, reading was something that they did in school, but never in the real world. After the summer reading program, when the American teachers heard Kenisha’s comments, they knew that they had spent their summer wisely, and that they had helped children like Kenisha realize the importance of reading, both in their daily lives and for their future education. During the summer breaks of 2010, 2011, and 2012, Reading Camps were organized for children from a primary school in the inner city of Nassau, The Bahamas. Each summer, the school principal and teachers selected 45 students to attend the Camp; low reading scores on a test designed by the Bahamian National Educational Department assisted in identifying which students would benefit most from participation in the Reading Camp. Activities were held in various classrooms in the school building and included a field trip to the beach each week. The Reading Camp teachers were graduate students from a college in Pennsylvania who were completing Master’s degrees in Education and who had at least eight years’ worth of teaching experience. These teachers had chosen to work for the summer in The Bahamas because their [End Page 67] graduate studies centered on helping children to develop a love of reading. They were sponsored by a non-profit making organization—The Harvest Foundation—which covered the costs of their travel, accommodation, and meals. The Harvest Foundation also donated and arranged a shipment of more than 1,000 children’s books to the Bahamian school’s library. The Bahamas was a particularly important place for the graduate students to expand their own learning since the schools in Pennsylvania have a large immigrant population. The graduate students (the summer teachers) and the school’s administration agreed upon the curriculum. The summer teachers then directed the day to day activities. The two major goals of the Reading Camp were to immerse the children in literacy and to increase their enjoyment of reading. All of the Reading Camp’s activities were focused toward the development of a community of readers and the establishment of a safe environment where all children, regardless of their familiarity with reading, could improve their literacy abilities. Children’s literature enables children to develop their literacy skills, so that they can come to appreciate how reading can provide insights into their own and into others’ environments, broadening their world. In Bahamian schools, teachers’ focus on reading skills and comprehension is limited to the information contained in the prescribed reading material. Quality children’s literature, particularly if it is relevant to the child’s experience, deepens a child’s understanding and appreciation of reading and competency in language use (Heisey & Kucan 668). Through well-crafted children’s literature about topics which catch children’s particular interest, children improve in reading comprehension, and a desire to read in greater quantity is often instilled (Mullis, Campbell, & Farstrup 12). At the beginning of the 2011 Reading Camp, the summer teachers decided to select books for the children on the theme of the ocean, following Anderson and Pearson’s claim that existing background knowledge aids children’s understanding of new information (7). The ocean and its animals served as stimulating topics for the students to explore, thus ensuring that the students’ interest and motivation levels would be high. The summer teachers gathered both fiction and non-fiction books which would bring strong content vocabulary to the theme and would allow the students...

Howard N. Sloane (1932–2010)

​HowardHoward N. Sloane, colleague, friend, and mentor, died October 2, 2010. Howard was 78 years old. He is survived by his wife of 35 years, Judith Crandall-Sloane, his children Gary, Jeff, and Wendy, and his eight grandchildren. Howard was a moving force throughout his career in advancing the field of applied behavior analysis, helping to launch the careers of others, and helping innumerable children and their families. Howard will be remembered for his many contributions to the field and for his unyielding humanity. Howard received his PhD in psychology from Pennsylvania State University in 1959. His early work as a postdoctoral student at Walter Reed Hospital and later as an assistant professor of biochemistry at John Hopkins School of Public Health focused on the effects of diet on behavior. He was a research professor at the University of Illinois from 1964 to 1965. In 1966, Howard moved to Utah for an academic position in the Department of Educational Psychology at the University of Utah. He partially retired in 1992 to become the Executive Director of the Cambridge Center for Behavioral Studies, a position he held until 1995. Then he fully retired and moved to California, where he served on several boards, was an active consultant, and was the Executive Director of the California Association for Behavior Analysis from 2004 to 2005. Howard's contributions to the field of applied behavior analysis are pioneering. In 1964, he joined a group of young professionals who became legends in applied behavior analysis at the University of Washington's Institute for Child Development under the direction of his longtime friend Sidney Bijou. This group included Don Baer, Mont Wolf, Todd Risley, Jim Sherman, Ivar Lovaas, Ron Hawkins, Jay Birnbrauer, Hayne Reese, Robert Wahler, and others. This interaction and his friendship with Sidney Bijou were shaping forces for Howard's career, which translated into shaping forces for the field. Howard was amazingly productive, with hundreds of scholarly publications of articles, books, software, and professional presentations. However, it was not just the number of publications but their impact that has been so important to the field. His edited book with Barbara MacAulay, Operant Procedures in Remedial Speech and Language Training, was an early seminal book in applied behavior analysis, as was his later book, Applied Behavior Analysis in Education: A Structured Teaching Approach. Possibly, his best known book that advanced applied behavior-analytic techniques to the general population was his classic, The Good Kid Book. This book was born out of a series of individually written pamphlets teaching parents how to manage 16 of childhood's most common problem behaviors, from tantrums to shyness. The Good Kid Book is a classic, still in print after 32 years and still widely popular with parents and families. Helping others was one of Howard's most outstanding characteristics, whether it was helping new professionals entering the field or helping children and their families. I owe a great debt to Howard for his mentoring and support, as do others such as George Endo, Elaine Clark, Gina Green, Richard Young, Richard West, and Charlie Greenwood. Howard opened professional doors for us and gently pushed us through. Howard was also instrumental in starting high-quality behavior-analytic services for children and their families both nationally and internationally. He was a consultant for the U.S. State Department for International Development in India. He was a cofounder of the Utah Partners program that brought services to children with autism in Bolivia. He and his wife Judy organized and ran a summer reading camp that brought high-quality direct instruction services to hundreds of struggling learners. Howard was one of the original founders of the Behavior Modification Center in Salt Lake City, Utah, which evolved into the Pingree Center for Children with Autism that has served thousands of children with autism and their families. In his classic essay, “What is Behavior Analysis?,” Howard wrote, “Applied behavior analysis attempts to improve individual and social conditions.” Simply put, that is what Howard's career was all about.

Pitfalls of Participatory Programs: Evidence from a Randomized Evaluation in Education in India

Participation of beneficiaries in the monitoring of public services is increasingly seen as a key to improving their quality. We conducted a randomized evaluation of three interventions to encourage beneficiaries' participation to India: providing information on existing institutions, training community members in a testing tool for children, and training volunteers to hold remedial reading camps. These interventions had no impact on community involvement, teacher effort, or learning outcomes inside the school. However, in the third intervention, youth volunteered to teach camps, and children who attended substantially improved their reading skills. This suggests that citizens face constraints in influencing public services. (JEL H52, I21, I28, O15)

Libraries and the First Nations People of Canada

Plenary address presented at the World Library and Information Congress: 74th IFLA General Conference And Council, 10—14 August 2008, Québec City, Canada. Describes the author's childhood as a member of the First Nations People of Canada and his discovery of the value of books and libraries. Describes the social conditions of young people living in poor First Nation communities in Canada and his efforts to establish libraries, summer reading camps, reading clubs and creative writing literary awards for children and youth in these communities.

Pitfalls of Participatory Programs: Evidence from a Randomized Evaluation in Education in India

Participation of beneficiaries in the monitoring of public services is increasingly seen as a key to improving their efficiency. In India, the current government flagship program on universal primary education organizes both locally elected leaders and parents of children enrolled in public schools into committees and gives these groups powers over resource allocation, and monitoring and management of school performance. However, in a baseline survey we found that people were not aware of the existence of these committees and their potential for improving education. This paper evaluates three different interventions to encourage beneficiaries' participation through these committees: providing information, training community members in a new testing tool, and training and organizing volunteers to hold remedial reading camps for illiterate children. We find that these interventions had no impact on community involvement in public schools, and no impact on teacher effort or learning outcomes in those schools. However, we do find that the intervention that trained volunteers to teach children to read had a large impact on activity outside public schools—local youths volunteered to be trained to teach, and children who attended these camps substantially improved their reading skills. These results suggest that citizens face substantial constraints in participating to improve the public education system, even when they care about education and are willing to do something to improve it.

Mission Possible: States Take on Adolescent Literacy

IN October 2005, the National Governors Association published Reading to Achieve: A Governors Guide to Adolescent Literacy, asserting that poor readers in elementary and middle school are likely to struggle in high school and are most at risk of dropping out before graduation. The report argued that the eight million struggling readers in grades 4-12 needed extra support and that governors were uniquely positioned to raise awareness of the adolescent literacy problem in their states. The NGA recommended five strategies to improve achievement in adolescent literacy: 1) build support for a state focus on adolescent literacy, 2) raise literacy expectations across grades and curricula, 3) encourage and support school and district literacy plans, 4) build educators' capacity to provide adolescent literacy instruction, and 5) measure progress in adolescent literacy at the school, district, and state levels. By the end of the 2006 legislative sessions, a few states had enacted policies that addressed the quality of reading instruction across all grades. Florida's H.B. 7087 represents a continuation of the A+ education reform begun by Gov. Jeb Bush in 1999, but it is sometimes difficult to know whether these new policies resulted from gubernatorial proposals or from legislative leadership. They are not the first policies to address the quality of reading instruction, nor will they be the last. Some, however, appear to include components that parallel the strategies recommended by the NGA. Strategy 1. Build support for a state focus on adolescent literacy. Section 8 of Florida's H.B. 7087 creates the Just Read, Florida! office within the department of education to provide a state focus that includes adolescent literacy. The office is charged with training reading coaches who are highly effective and hold proper credentials, creating multiple designations of effective reading instruction, and training K-12 teachers and school principals on effective content-area-specific reading strategies. For secondary teachers, the emphasis is to be on helping students learn to read technical texts. The bill requires local boards to adopt policies in a number of areas, including establishing procedures for placing and promoting students in grades 6-12 who enter Florida schools from out of state or from foreign countries; devising alternative methods for students to demonstrate competency in required courses, with special support for students who have been retained; designing applied, integrated, and combined courses that provide flexibility for students to enroll in courses that are creative and meet individual learning styles and student needs; creating credit recovery courses; and providing intensive reading and math intervention courses to students whose performance on state assessments is below par. Strategy 2. Raise literacy expectations across grades and curricula. The Just Read, Florida! office is required to offer parents information and strategies to enable them to help their children in reading in the content areas. The Florida bill also creates an annual district allocation to provide comprehensive, research-based reading instruction to students in grades K-12. Funds may be used to pay for highly qualified reading coaches, professional development that includes strategies to teach reading in content areas and emphasizes technical and informational text, summer reading camps for students who score low on the reading assessment, and supplemental instructional materials that are grounded in reading research. Kentucky's S.B. 130 requires a great deal of reporting across the grade levels. For example, parents must be given information on their fifth-graders' readiness in reading and math. There must be a report for each student who takes a high school or college readiness exam, and that report must provide test data and a judgment concerning whether the student has met expectations for each standard assessed. …

Stop the Insanity!

Who says always has to be drudgery? Sarah Butzin, the founder of the Institute for School Innovation, proposes learning as a way to give children time to play and develop, even as they pursue high standards. WHAT HAS happened to common sense in this era of No Child Left Behind? What makes anyone believe that talking louder makes a deaf man hear? Albert Einstein reputedly defined insanity as doing the same thing over and over and expecting different results. Yet that is what I see happening in elementary schools today. In response to high-stakes testing and higher standards for even the most challenging students, schools have responded by talking louder. They haven't changed the way they teach. Instead, they push more papers in front of the kids, keep them off the playground, and take away music and art. Here in Florida, they make kids repeat third grade if they can't keep up (an estimated 43,000 failed in 2003) and send them to summer reading camps to cram in a little more knowledge. Everything we know about human nature and child development should tell us to pause. Children need time to play and time to develop at a natural pace. Every parent knows that not all infants learn to walk by age 1 and talk by age 2. Neither do all first-graders learn to read at the stroke of midnight on their sixth birthday. Young children need security and encouragement, not pressure and humiliation if they can't keep up. Yet at the same time, there is a legitimate need for rigorous academic standards, high expectations, and reliable assessments to gauge each child's progress so that he or she is not left behind. The stakes are indeed high. Children of the 21st century absolutely need much higher literacy and mathematical skills than their grandparents. The world has been transformed through technology and global competition. So how do you lay a foundation for solid academic skills without killing childhood? One thing is certain. One teacher working solo with a classroom of 20 to 30 children cannot do it in one year -- actually 180 school days. And when you subtract all the non-instructional school time, including getting to know the children and playing catch-up from the previous grade, that 180 days really translates to about 100 days. In essence, one teacher has a little over three months to teach to high standards in reading, writing, math, science, and social studies. What's the solution? Add more days to the school year? Reduce class size? Buy more computers and newer textbooks? Pay for after-school tutors and summer reading camps? Nope, those ideas have all been tried, and they don't work. Plus, they are very expensive remedies. There is another option, which I call learning. It takes a team approach to instruction and gives teachers the time and techniques to meet higher standards without stifling young children's natural desire to play and explore. Children can work at their own pace in diversified classrooms, using a variety of modes that best meet their individual styles. They can be challenged without being coerced. And there are benefits for teachers as well. They become less isolated and stop taking the blame for the failure of the system. It's not their fault. Teachers are being asked to do the impossible -- meet higher standards using the old grade school system in which one teacher is expected to do it all and pass the kids along through first grade, second grade, third grade, and so on. By the time children reach fifth grade, it's not surprising that large numbers of them have fallen by the wayside, especially if they lack a support system at home. For the past 15 years, I've been working on developing a triangulated system that incorporates best practices from the past along with newer innovations such as computers and the Internet. It's really a system of retro-techno teaching. …

독서자료 분석제공이 독서활동에 미치는 영향 - 독서캠프 프로그램의 독서후 독서활동을 중심으로 -

독서후의 독서활동을 활성화하기 위하여 초등학교 5학년부터 중학교2학년까지 4개 학년을 대상으로 과제도서를 각 학년별로 한 권씩 선정하여 읽히면서 독서활동을 전개하였다. 독서활동은 4박5일 동안 독서캠프 활동을 할 때 과제도서에 대한 분석식 독서자료를 작성 제공하여 활용하는 독서활동 프로그램을 적용하였다. 독서감상문 쓰기, 독서발표, 독서토론, 독서감상 만화 그리기 4분야 영역의 결과는 독서감상문 쓰기가 가장 도움이 컸다는 결과가 나타났으며, 다음으로 독서토론 활동 분야가 높았다. 그리고 독서발표 분야에서 좋은 반응을 얻었으나, 독서감상 만화 그리기 분야는 크게 도움이 되지 않는 것으로 나타났다. Reading activities and after-reading-programs were appled to students of 4 school years from 2 to 5 school year who read subject books separately, in order to activate reading activities after reading. After-reading-programs make, supply and utilize analytical reading materials of subject books for 5 days of reading camp and that consist of composition of impressions of the book, presentation of that reading discussion and a picture of impressions of the book. The results show that most of all composition describing their impressions of the book contributes to activation of reading activities after reading very much among four types of after-readings. The next reading discussion is effective and presentation Is also good. But a picture of their impressions of the book does not vet promote activation of after reading activities.