Why do I read? What do I read?

     Why do I read?

     I try to ask myself that question, and only supply one answer. However, I've had so many positive experiences with reading that I just can't provide one simple response. In grade school, I was crazy about reading. I had so many positive experiences that encouraged me to read on my spare time. For example, in elementary school, every Friday my mother would visit for "Fun Friday Reading." I can still remember that I would look forward to every Friday afternoon for reading. I was allowed to curl up in a corner, and whisper to my Mother as I read. Also, my teachers filled the classroom with several age appropriate novels that drew my attention. I would love to read Goosebumps, The Magic Tree House, and several mystery novels. All of these novels attracted my attention. I enjoyed reading because it was exciting and unpredictable. My favorite genre was and still is mystery, because there is always a turn in events. 

     Currently, as a college junior, I still enjoy to read on my spare time. However, my reasons for reading differ from my reasons from my childhood. For example, now I enjoy reading because I like to learn new vocabulary. As humans, I do believe that we are "sponges," and I believe that we should absorb as much knowledge as humanly possible. Reading not only allows me to extend my vocabulary, but it has also improved my grammar and pronunciation. For me, reading is relaxing and educational at the same time. So, I thoroughly enjoy it in my spare time, and I constantly encourage my peers to read as well.

     What do I read?

     Well, typically I enjoy reading any novel that falls in the genre of mystery. I typically enjoy the genre of mystery because the events are always unpredictable. I find myself more intrigued and determined to solve the "crime" in a novel. Some of my favorite mystery novels include Eye of the Needle by Ken Follett, and The Choirboys by Joseph Wambaugh. These novels absolutely blew my mind away. I read both books in a span of four days. I couldn't help myself.

      Also, I do enjoy reading historical novels. One of our greatest senses as humans is the ability to see. I enjoy viewing old photographs that relate to a person's history. These photographs could range from sixty years ago to two hundred years ago. Furthermore, I enjoy pictures of famous historical leaders that have had an impact on our society, such as President Abe Lincoln. I find many historical novels that include pictures of these figures. I find it so fascinating to not only view these historical images, but also read about these images. Overall, reading is one of my favorite hobbies. As a future teacher, I will strongly encourage my students to read on their spare time, and to enjoy reading as much as I do.

Picture Books Contribute to a Child's Learning

     Currently, in EDU 307, our class is working on a paper and a short story for Reader's workshop. One of categories, in which we can write our stories in relation to, are picture books. Pictures books are a great way for students to develop social study concepts. An article written by Pamela J. Farris and Carol J. Fuhler, "Developing social studies concepts through picture books," explains how picture books are important to a child's learning. Unfortunately, picture books are relied on for teachers who have a classroom of young students. Picture books typically aren't use for older children. However, picture books can easily help a child develop social study concepts.
     Images are useful for young children's education because they are able to picture the scenario in their own minds. The article states, "First, they can add depth to a specific topic by providing detailed information that is often missing from textbooks." Picture books allow children to explore their imaginations. When they are able to see images, they are able to gain a better knowledge of an event, instead of just reading about that event in a text book.
 Furthermore, the article states, "Second, picture books also lend themselves to presenting sometimes difficult or sensitive concepts to children in a palatable manner." For example, a book about a man who was enslaved, can be easily presented to children. Along with addressing slavery, picture books can create images of characters, settings, and even inventions that were created by men such as Elijah McCoy. This way, the students are being educated on all aspects of a person's life in an educational and interesting manner.

     This article contains several other points that highlight the importance of using picture books when teaching. In my own classroom, I would definitely include picture books for my students to use. During at least one literacy block per week, I would have my students only choose from picture books. I think picture books are important to a student's learning because these books use images to represent text. Also, I think that picture books help students explore their imaginations. Overall, picture books should be included in every teacher's classroom to help children learn.
   

What is Literacy to a Preschooler?

     An interesting article written by John T. Guthrie, "Preschool literacy learning," fascinated me for many reasons. After reading this article, I realized that at young ages, children are able to identify certain aspects of literacy. By the time that many children reach first grade, they are able to make the connection between a book and its use for reading. Guthrie states, "One-half or more of these preschool children knew that 'a book is to read.'" As I reader further on in this article, I was fascinated to learn that the majority of these children were able to identify the front of the book, and some of the children were able to identify pictures in the book. Where do these capabilities come from? I asked the same question, and just had to read on....

     Catherine Snow wrote in the Harvard Educational Review, reported a study of a child between the age of 18 and 36 months. It was interesting to read about Snow's report because she stated several connections between different aspects of a child's learning. Guthrie states, "Snow's thesis was that learning to speak and learning to read at home have significant parallels." Just like the ability to speak, the ability to read is a process that needs to be learned. Guthrie's article goes on to explain more of Snow's interesting facts. There are several ways to teach a child important aspects of literacy. As proven, a young child is capable of understanding what a book is, what it is used for, and the different parts of the book, such as the front, back, and page. 
     I enjoyed reading this article because it stated several key terms. As a future teacher, I think it is important to become familiar with this vocabulary. For example, I wanted to recognize an important term in which Snow uses to defend her report, semantic contingency. The article states, "Drawn from language acquisition research, the term semantic contingency refers to the occurrence in which the adult continues a topic introduced by the child, or adds new information to a statement made by the child, or answers questions posed by the child." So, in reality, it is important for a parent to further develop their child's knowledge on literacy. For example, if a child identifies that there are two separate pages of a book, it is important to show the child that if they flip the page, there just so happens to be more pages of that book. It's little actions, such as the example I just stated, that can further develop a young child's basic understanding of literacy. As a future teacher, I think it is important for children to learn about literacy at a young age. Most importantly, literacy will always be incorporated into the student's learning. So, why not encourage this knowledge of literacy from a young age?