tag:blogger.com,1999:blog-63049007409554632332024-03-18T15:05:48.300-07:00SKrashenskrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.comBlogger685125tag:blogger.com,1999:blog-6304900740955463233.post-72777464898104178572019-11-14T11:51:00.000-08:002019-11-14T11:51:08.158-08:00NAEP scores and "the science of reading"<div dir="ltr" style="text-align: left;" trbidi="on">
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<b>Sent to US News. They just informed me that they no longer publish letters to the editor. </b></div>
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<b>Re: “National reading emergency” November 12</b></div>
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<b>[https://www.usnews.com/news/education-news/articles/2019-11-12/national-reading-emergency-educators-sound-the-alarm]</b></div>
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<b>The miniscule changes in reading scores since 2015 are interpreted in “National Reading Emergency” as a reason to embrace “the science of reading,” which is code for heavy phonics instruction. The real “science of reading,” based on a substantial amount of research, consistently shows </b><span style="color: black;"><b>that intensive phonics instruction produces strong results only on tests in which children pronounce words out of context. It has little or no impact on tests in which children have to understand what they read. </b></span></div>
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<b>The best predictor of performance on tests in which children have to understand what they read is real reading, especially self-selected reading. </b></div>
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<b>We can improve reading in the US by increasing access to books (e.g. supporting libraries, the only source of books for many children living in poverty) not by more hard-core phonics instruction.</b></div>
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<b>Stephen Krashen</b></div>
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<b>Some sources: </b></div>
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<b>Krashen, S. (2002). The NRP comparison of whole language and phonics: Ignoring the crucial variable in reading. <i>Talking Points,</i> 13(3): 22-28. https://tinyurl.com/ybvlqqwo</b></div>
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<b>Krashen, S. (2009). Does intensive reading instruction contribute to reading comprehension? Knowledge Quest 37 (4): 72-74. https://tinyurl.com/jc6x8mk</b></div>
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skrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.com368tag:blogger.com,1999:blog-6304900740955463233.post-1743401452765098442018-09-20T13:54:00.000-07:002018-09-20T13:54:04.109-07:00Libraries, books and overcoming the effect of poverty<div dir="ltr" style="text-align: left;" trbidi="on">
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<b>Published in the New York Times, September 20, 2018</b></div>
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<b>To the Editor:</b></div>
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<b>Re “Why libraries still matter.” [https://www.nytimes.com/2018/09/08/opinion/sunday/civil-society-library.html (Sunday Review, Sept. 90]</b></div>
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<b>Not mentioned in Eric Klinenberg’s essay is the importance of libraries and books to school success. </b></div>
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<b>Studies consistently show that children of poverty typically have low levels of literacy development. But research also shows that children of poverty have little access to books at home, in their neighborhoods and at school, and that increasing access to books and other reading material results in more reading. </b></div>
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<b>Increasing reading increases vocabulary, increases the ability to read and write, and results in better grammar and better spelling.</b></div>
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<b>The library is a major source of reading material for many children of poverty.</b></div>
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<span style="color: #3f7ca2; text-decoration: underline;"><a href="http://www.sdkrashen.com/content/articles/multivariate_studies.pdf%22%20%5Co%20%22%22%20%5Ct%20%22_blank"><b>Our research</b></a></span><b>, as well as </b><a href="https://keithcurrylance.com/school-library-impact-studies/%22%20%5Co%20%22%22%20%5Ct%20%22_blank"><span style="color: #3f7ca2;"><b>the work of Keith Curry Lance</b></span></a><b>, confirms that more investment in libraries and librarians means better language and literacy development, and that supporting libraries can help overcome the negative effect of poverty on literacy development and school success.</b></div>
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skrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.com32tag:blogger.com,1999:blog-6304900740955463233.post-68115944568530082282018-09-18T08:33:00.002-07:002018-09-18T08:33:31.764-07:00Disrespecting the president?<div dir="ltr" style="text-align: left;" trbidi="on">
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Published in the Malibu Times, Sept 13, 2018</div>
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In a letter to the Malibu Times (Sept 6), Sasha Maslansky states that he is “sick of the disrespect that Arnold York continues to show to our president.” </div>
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I am sick of the disrespect that Mr. Trump has shown to every American, except for extremists who share Trump’s uninformed positions and the super-wealthy who profit from Trump’s “take from the needy, give to the greedy” policies. </div>
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Arnold York is doing what a newspaper editor should do. </div>
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“To announce that there must be no criticism of the president, or that we are to stand by the president, right or wrong, is not only unpatriotic and servile, but is morally treasonable to the American public.”<br />
- Theodore Roosevelt. </div>
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skrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.com18tag:blogger.com,1999:blog-6304900740955463233.post-45203586670426434712018-09-17T12:39:00.001-07:002018-09-17T12:39:37.885-07:00Brief comments on Hard Words (Why aren't kids being taught to read?)<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="color: #000700; font-family: TimesNewRomanPS; font-size: 14pt; font-style: italic; font-weight: 700;"><br />S. Krashen. Sept 16, 2018</span><span style="font-family: TimesNewRomanPS; font-size: 14pt; font-weight: 700;">Hard Words (https://tinyurl.com/ybgv4742) champions systematic intensive phonics, teaching all the rules of phonics is a strict order to all children. Here are objections to their conclusions.</span><br />
<span style="font-family: TimesNewRomanPS; font-size: 14pt; font-weight: 700;">(1) Researchers admit we have not discovered all the rules.<br />(2) Even among those rules that have been described, some are extremely complex.<br />(3) Many children learn to read with little or even no phonics instruction.<br />(4) Studies show that intensive phonics produces strong results only on tests in which children pronounce words out of context. Systematic intensive phonics has little or no impact on tests in which children have to understand what they read.<br />(6) The best predictor of performance on tests in which children have to understand what they read is real reading, especially self-selected reading.<br />(7) “Basic phonics” can be helpful: teaching straight-forward rules that children can learn and can actually apply to texts to make them more comprehensible. Our ability to use complex rules is acquired as a result of reading.<br />(8) I know of no scholars or teachers who support “zero phonics.”</span><br />
<span style="font-family: TimesNewRomanPS; font-size: 14pt; font-weight: 700;">Supporting bibliography is available for free download at sdkrashen.com, section on phonics and phonemic awareness. Many of these points have been presented by Frank Smith and Kenneth Goodman.</span><br />
<span style="font-family: TimesNewRomanPS; font-size: 14pt; font-weight: 700;">Hard Words strongly supports the report of the National Reading Panel. For another point of view, please see papers in the Phi Delta Kappen by Garan, by Krashen, and by Yatvin. I will supply references if requested.</span></div>
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skrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.com18tag:blogger.com,1999:blog-6304900740955463233.post-32968190438351890612018-06-29T22:28:00.003-07:002018-06-29T22:28:39.863-07:00Some characteristics of a bad research paper. <div dir="ltr" style="text-align: left;" trbidi="on">
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<b><span style="color: #26282a;">Stephen Krashen</span></b></div>
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<b><span style="color: black;">Journal of English Language Teaching (ELTAI, India 2018. <span> </span>(60, 3, p. 19). (I was invited to comment on the characteristics of a good ESL research paper, word limit = 500 words.)<o:p></o:p></span></b></div>
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<!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b><span style="color: #26282a; font-family: "Times New Roman", serif;">Make the paper too long (Krashen, 2012a). <span> </span></span></b><b><span style="font-family: "Times New Roman", serif;">Example: Far too many papers waste space on long and irrelevant literature reviews, designed only to show that the author has done some reading. </span></b><b><span style="color: #26282a; font-family: "Times New Roman", serif;">“</span></b><b><span style="font-family: "Times New Roman", serif;">When we ask the time, we don't want to know how watches are constructed.”<span> </span>Georg Christoph Lichtenberg (1742-1799)<span> </span><o:p></o:p></span></b></div>
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<!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b><span style="color: #26282a; font-family: "Times New Roman", serif;">Fill the paper with unnecessary jargon and jibberish (Krashen, 2012b). Incomprehensible papers are a good way of avoiding criticism:</span></b><b><span style="font-family: "Times New Roman", serif;">“As long as academics write in the tortured vocabulary of specialization for seminars and conferences, where they are unable to influence public debate, they are free to espouse any bizarre or ‘radical’ theory” (Hedges, 2010: p.125). <span> </span>Such papers do not advance knowledge.<o:p></o:p></span></b></div>
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<!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="color: #26282a; font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b><span style="color: #26282a; font-family: "Times New Roman", serif;">Publish in an expensive journal or an even more expensive book. Prices of journals and books are now outrageous, which means research is not available to most people unless they have access to a first-class university library. Universities make it worse by insisting that professors only publish in these expensive journals or collections. <o:p></o:p></span></b></div>
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<b><span style="color: #26282a; font-family: "Times New Roman", serif;">Mathematician Tim Gowers, winner of the Fields Medal (math’s Nobel Prize), has led a boycott of the Elsevier publishing company because of their high prices. His solution is open-access journals published on the internet that do not charge readers and that either don’t charge authors or charge only minimal fees to meet some of the journals’ expenses (e.g. not US $600 but US $10). <o:p></o:p></span></b></div>
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<b><span style="color: #26282a; font-family: "Times New Roman", serif;">Education should be the first field to encourage and accept open access, but instead it seems to be the last. The results of educational research should be made freely available to all teachers, researchers, and interested members of the public. <span> </span><o:p></o:p></span></b></div>
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<b><span style="color: #26282a;">Note: Many of my papers and books are available for free download at </span><span class="MsoHyperlink" style="color: #0563c1; text-decoration: underline;"><a href="http://www.sdkrashen.com/" style="color: #954f72; text-decoration: underline;">www.sdkrashen.com</a></span><span style="color: #26282a;">. I am gradually adding more, and I intend to add this one. <o:p></o:p></span></b></div>
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<b><span style="color: #26282a;">Also published here: </span></b><b><span style="color: black; font-family: Verdana, sans-serif; font-size: 9.5pt;">https://tinyurl.com/yafq7qkb</span></b><o:p></o:p></div>
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<b><span style="color: #26282a;">Gowers, T. 2017. Another journal flips.<span> </span></span><span class="MsoHyperlink" style="color: #0563c1; text-decoration: underline;"><a href="https://gowers.wordpress.com/2017/07/27/another-journal-flips/#more-6336" style="color: #954f72; text-decoration: underline;">https://gowers.wordpress.com/2017/07/27/another-journal-flips/#more-6336</a></span><span style="color: #26282a;"><o:p></o:p></span></b></div>
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<b>Hedges, C. 2010. <i>Death of the Liberal Class.</i>(New York: Nation Books). <o:p></o:p></b></div>
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<b>Krashen, S. 2012a. A short paper proposing that we need to write shorter papers. Language and Language Teaching (Azim Premji University). 1(2): 38-39. http://www.sdkrashen.com/content/articles/a_short_paper.pdf<o:p></o:p></b></div>
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<b>Krashen, S. 2012b. Academic jibberish. RELC Journal. 43 (2): 283-285. http://www.sdkrashen.com/content/articles/academic_jibberish.pdf<o:p></o:p></b></div>
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skrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.com8tag:blogger.com,1999:blog-6304900740955463233.post-63734535903975524302018-06-19T20:44:00.002-07:002018-06-19T20:44:08.070-07:00Gates Foundation Ignores Poverty's Hold on Student Performance<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: Verdana, sans-serif; font-size: 10pt;">Education Week, June 19, 2018<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif; font-size: 10pt;">To the Editor:<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif; font-size: 10pt;">The Bill & Melinda Gates Foundation wants to "diagnose the root cause of poor performance" by investing $68 million to expand education grantmaking abroad ("<a href="http://blogs.edweek.org/edweek/curriculum/2018/06/gates_education_plans_go_inter.html"><b><span style="color: #336699;">The Gates Foundation's Education Plans Go International</span></b></a>," Curriculum Matters blog, <i>June 3, 2018</i>). But we already know what causes poor performance. Study after study over many decades has concluded that poverty is the culprit.<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif; font-size: 10pt;">Until our country's government and citizens take steps to substantially reduce and eventually eliminate poverty by ensuring every person has full employment at a living wage, we can do a lot to protect students from the negative impact of poverty. Many low-income children suffer from food deprivation, lack of medical care, and lack of access to books&—all of which affect their school performance. We can invest more in food programs, medical care and school nurses, and libraries and librarians.<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif; font-size: 10pt;">The Gates Foundation seems to have no interest in doing this. Instead, the foundation seems to be concerned about better data analysis and improving teaching and classroom practice. The best teaching in the world will have no effect if students are hungry, ill, or have nothing to read.<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif; font-size: 10pt;">Stephen Krashen <o:p></o:p></span></div>
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<i><span style="font-family: Verdana, sans-serif; font-size: 10pt;">Professor Emeritus of Education <o:p></o:p></span></i></div>
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<i><span style="font-family: Verdana, sans-serif; font-size: 10pt;">University of Southern California <o:p></o:p></span></i></div>
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<i><span style="font-family: Verdana, sans-serif; font-size: 10pt;">Los Angeles, Calif.<o:p></o:p></span></i></div>
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skrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.com18tag:blogger.com,1999:blog-6304900740955463233.post-46201431892905115582018-06-08T10:32:00.004-07:002018-06-08T10:32:42.572-07:00You can improve in reading at any age<div dir="ltr" style="text-align: left;" trbidi="on">
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Sent to the AARP Bulletin, June 8, 2018</div>
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“You can help students read: (AARP Bulletin, June 2018; https://states.aarp.org/ca_you-can-help-students-read/) seems to accept the conclusion that if children are not “proficient” readers by the end of grade 3, they are more likely to do poorly in school. (“Students who do not reach reading proficiency by the end of third grade are four times less likely to graduate from high school…”).<o:p></o:p></div>
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There are good reasons for rejecting this pessimistic conclusion: First, there is nothing magic about grade 3. The study that the AARP Bulletin cites only examined the relationship between reading ability in grade 3 and eventual high school graduation. There is every reason to expect that the same relationship would hold for reading ability at every other grade. <o:p></o:p></div>
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But more important, there is no reason to expect that poor reading ability at any age inevitably leads to poor reading forever and school failure. A great deal of research confirms that students can improve in reading at any age, given the right conditions: Access to interesting reading material and a time and place to read them. Programs such as AARP Experience Corps can be a big help: When children are read and hear stories, they acquire the language they need to understand written texts and develop an interest in reading on their own. <o:p></o:p></div>
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Stephen Krashen<o:p></o:p></div>
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Professor Emeritus<o:p></o:p></div>
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University of Southern California<o:p></o:p></div>
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skrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.com13tag:blogger.com,1999:blog-6304900740955463233.post-76027113904620985402018-06-05T16:05:00.002-07:002018-06-05T16:05:48.564-07:00We know the “root cause” of poor school performance. <div dir="ltr" style="text-align: left;" trbidi="on">
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The Gates Foundation wants to “diagnose the root cause of poor performance.” (“<span style="color: #111111;">The Gates Foundation's Education Plans Go International,”June 3, 2018).</span><br />
We already know what it is. Study after study done over many decades has concluded that the root cause is poverty. <o:p></o:p></div>
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There are two things that can be done. First, reduce and eventually eliminate poverty by working towards full employment at a living wage. Gates et al have made things worse by selling schools expensive and untested technology, such as computers used for the unnecessary testing required by the common core. Second, until we eliminate poverty, we can do a lot to protect students from the negative impact of poverty. Children of poverty suffer from food deprivation, lack of medical care and lack of access to books, each of which effects school performance. We can invest more in food programs, improved medical care (eg school nurses), and libraries and librarians. <o:p></o:p></div>
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We don’t have to worry about “improving teaching and classroom practice.” The best teaching in the world will have no effect if students are hungry, ill, and have nothing to read. <o:p></o:p></div>
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Stephen Krashen<o:p></o:p></div>
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Original article<br />
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<span style="color: black;">The Bill & Melinda Gates Foundation has announced a $68 million commitment to expand its education grantmaking abroad.<o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman", serif;">The foundation is well known for its global development work, particularly its efforts to combat malaria and infectious disease. But its education grantmkaking has been mostly focused on the United States—<a href="https://www.edweek.org/ew/articles/2013/11/06/11gates_ep.h33.html"><b><span style="color: #336699;">where it has not always been well received</span></b></a>.<o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman", serif;">Girindre Beeharry, the foundation's director of global education learning strategy, announced the strategy in <a href="https://medium.com/bill-melinda-gates-foundation/deepening-evidence-and-developing-tools-for-global-progress-in-education-33eea9759670"><b><span style="color: #336699;">a post on the foundation's website</span></b></a>. In the post, Beeharry writes that, while 90 percent of primary-age students around the world today attend school, including many more girls than ever, quality remains an ongoing challenge.<o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman", serif;">To find out how the foundation could help, he and others from the foundation spoke to teachers, academics, government officials, and parents in several countries, including Ethiopia, India, Kenya, Nigeria, Pakistan, and Uganda.<o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman", serif;">Beeharry hints that the decision to embark on this listening tour came at least partly from lessons learned from the foundation's K-12 work in the United States. <o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman", serif;">"We have learned that improving education is incredibly difficult and complex," he writes. "We also know that schools in the United States and ones in low- and lower-middle-income countries face fundamentally different challenges that require unique solutions. We set out to learn more, and to determine how we could make a meaningful difference globally." <o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman", serif;">The funding announcement doesn't specify exactly what kinds of grants the foundation will make—but does say that it wants to "deepen the evidence and develop tools and approaches, with an emphasis on foundational learning —such as reading and mathematics in primary grades."<o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman", serif;">It also spells out four pillars for the grants. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman", serif;">Gates recently announced a change in strategy to its U.S. education programming, with <a href="https://www.edweek.org/ew/articles/2017/10/23/with-latest-education-investments-gates-pivots-again.html"><b><span style="color: #336699;">a heavier focus on improvement replacing its former emphasis on teacher performance.</span></b></a><o:p></o:p></span></div>
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skrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.com6tag:blogger.com,1999:blog-6304900740955463233.post-49713186860106222852018-06-04T20:05:00.000-07:002018-06-04T20:05:07.163-07:00The benefits of biingualism<div dir="ltr" style="text-align: left;" trbidi="on">
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Sent to the Chicago Tribune (June 4, 2018)</div>
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<span style="font-family: Helvetica; font-stretch: normal; line-height: normal;">“</span>Carpentersville’s English-language law was supposed to unify, but critics say it did the opposite. Now it’s been repealed” (June 4) accurately cites research showing that immigrants are motivated to acquire English and most do so successfully. </div>
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Research also documents a number of benefits of bilingualism. In brief, students in schools that use well-designed bilingual programs acquire more quickly English than students in schools that use English-only “immersion” programs: Immersion programs supply more English, but bilingual education provides more comprehensible English, which is what fuels language acquisition.</div>
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In addition, studies show that bilingualism is good for the brain: those who regularly use two languages suffer less from dementia. Bilingualism also provides economic advantages: if you want to sell your product, it helps if you speak your customers’ language. </div>
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Carpentersville is moving in the right direction. </div>
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Stephen Krashen</div>
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Professor Emeritus</div>
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Rossier School of Education, University of Southern California</div>
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Los Angeles, CA 90089-0031</div>
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213 259 6292</div>
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<span style="color: black; font-family: Georgia; font-stretch: normal; line-height: normal;">Original letter: <a href="https://www.blogger.com/%22"><span style="font-family: Helvetica; font-stretch: normal; line-height: normal;">http://www.chicagotribune.com/news/local/breaking/ct-met-carpentersville-drops-english-as-official-language-20180601-story.html</span></a></span></div>
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skrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.com4tag:blogger.com,1999:blog-6304900740955463233.post-83189503942194630762018-06-03T23:16:00.004-07:002018-06-03T23:16:49.295-07:00Let’s not test writing using artificial intelligence. In fact, let’s not test writing at all.<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: ".SFNSText", serif;">Re: China’s schools are quietly using AI to mark studentsʼ essays ... but do the robots make the grade? May 29, 2018</span><o:p></o:p></div>
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If the purpose of testing student writing is to “make recommended improvements in areas such as writing style, structure…”, that is, to improve instruction, it makes no sense to use artificial Intelligence to test writing. In fact, it makes no sense to test writing at all. Writing proficiency consists of (1) mastery of the special language of writing, which includes accuracy in the conventions of writing (e.g. spelling, punctuation, grammar) and appropriate writing style. Only a tiny fraction of this can be taught. A substantial amount of research shows that mastery of the language of writing is absorbed, or “acquired,” through reading, not from instruction. <o:p></o:p></div>
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A second aspect of writing proficiency consists of knowing how to use writing to solve problems. <span style="font-family: "Times New Roman", serif;">When we write down our thoughts, we clarify and stimulate our thinking. The act of writing, in other words, doesn’t help us master the special language of writing – this comes from reading – but actual writing can help us solve problems and make us smarter. As writing expert Peter Elbow has noted, it is difficult to hold more than one thought in mind at a time. When we write our ideas down, and reread what we have written, it is easier to see the relationship between our ideas, improve our thinking, and come up with better ideas. Teachers can tell students how to do this: the strategies that make up the “composing process” are simple to describe (e.g. reread and revise, delay editing until you are satisfied with your message), but it is impossible to test to see whether writers actually use these strategies. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman", serif;">We can save a great deal of time and money, and also help young writers acquire the written language by not testing writing, and by investing the money in libraries. We can help young writers develop strategies for using writing to solve problems by engaging them in writing about problems that truly interest them. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman", serif;">Stephen Krashen<o:p></o:p></span></div>
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skrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.com1tag:blogger.com,1999:blog-6304900740955463233.post-53777347551356451832018-05-09T10:04:00.000-07:002018-05-09T10:04:20.444-07:00POVERTY> ACCESS> READING> LITERACY<div dir="ltr" style="text-align: left;" trbidi="on">
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<b><span style="font-family: Times New Roman, serif;">Presentation at Library of Congress Literacy Awards Conference</span></b></div>
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<b><span style="font-family: Times New Roman, serif;">Stephen Krashen (</span><a href="http://www.sdkrashen.com/" style="color: #954f72; font-family: "Times New Roman", serif;">www.sdkrashen.com</a><span style="font-family: Times New Roman, serif;">)<o:p></o:p></span></b></div>
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<b>Martin Luther King: "We are likely to find that the problems of housing and education, instead of preceding the elimination of poverty, will themselves be affected if poverty is first abolished.”<o:p></o:p></b></div>
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<b>Dr. King was right: The most important factor in literacy development is poverty. <o:p></o:p></b></div>
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<b>POVERTY > ACCESS<o:p></o:p></b></div>
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<b>Those living in poverty have far less access to reading material in their homes, schools and neighborhoods. <o:p></o:p></b></div>
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<b>The Scholastic Report(p. 16): the number of children’s books in the home according to income level. <o:p></o:p></b></div>
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<span style="font-family: Calibri, sans-serif;">income<o:p></o:p></span></div>
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<span style="font-family: Calibri, sans-serif;">books<o:p></o:p></span></div>
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<b>35K less<o:p></o:p></b></div>
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<b>69<o:p></o:p></b></div>
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<b>35-60K<o:p></o:p></b></div>
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<b>105<o:p></o:p></b></div>
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<b>60-100K<o:p></o:p></b></div>
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<b>112<o:p></o:p></b></div>
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<b>100K+<o:p></o:p></b></div>
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<b>127<o:p></o:p></b></div>
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<b>Neuman & Celano (2001): public libraries in middle-income neighborhoods in Philadelphia open more evenings, stayed open longer, far more juvenile books per child than libraries in poorer neighborhoods. Conclusion: “Children in middle-income neighborhoods were likely to be deluged with books. However, children from poor neighborhoods would have to aggressively and persistently seek them out" (p. 15). <o:p></o:p></b></div>
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<b>ACCESS > READING<o:p></o:p></b></div>
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<b>Children who live closer to libraries do more pleasure reading over the summer (Heyns, 1985). <o:p></o:p></b></div>
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<b>Ramos & Krashen (1998): The impact of one trip to the public library, 2<sup>nd</sup>& 3<sup>rd</sup>graders (10 books per child!). <o:p></o:p></b></div>
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<b>Survey: 3 weeks after visit<o:p></o:p></b></div>
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<b>Child survey (n = 93)</b><b><span style="font-family: "MS Mincho";">
</span>First time at public library: 62%; Reading more since visit 62% <o:p></o:p></b></div>
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<b>Parent survey (n=75) Children more interested in reading since visiting library: 96%; Notice improvement in child’s reading: 94%</b><b>; Child spends more time with books: 94%; Children asked parent to take them to the library since the visit: 67%.<o:p></o:p></b></div>
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<b>READING > LITERACY (reading, writing, grammar, vocabulary, spelling) & HABITS OF MIND<o:p></o:p></b></div>
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<b>(Self-selected, narrow reading, usually includes lots of fiction).<o:p></o:p></b></div>
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<b>UK Study: Predictors of scores on vocabulary test at age 42 (Sullivan, A. & Brown, M. 2014. Univ. of London)<o:p></o:p></b></div>
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<b>- Reading at age 42: independent of reading at 16 & younger, previous vocab, parent occupation/education<o:p></o:p></b></div>
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<b>- Fiction: high-brow and middle-brow, but not low-brow > nonfiction<o:p></o:p></b></div>
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<b>Mason & Krashen (2017): Self-selected reading and TOEIC performance<i>. </i> <span class="MsoHyperlink" style="color: blue; text-decoration: underline;"><span style="color: black; text-decoration: none;">(one hour = .6 TOEIC pts.)</span></span><span class="MsoHyperlink" style="color: blue; text-decoration: underline;"><span style="color: black;"><o:p></o:p></span></span></b></div>
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<b>Knowledge of literature, social science, science, practical knowledge: West, Stanovich, & Mitchell (1993). <o:p></o:p></b></div>
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<b>Elizabeth Murray (<i>Breaking Night</i>): "Any formal education I received came from the few days I spent in attendance, mixed with knowledge I absorbed from random readings of my or Daddy's ever-growing supply of unreturned library books. And as long as I still showed up steadily the last few weeks of classes to take the standardized tests, I kept squeaking by from grade to grade."</b><b><span style="font-family: "MS Mincho";">
<o:p></o:p></span></b></div>
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<b><span style="font-family: TimesNewRomanPSMT, serif;">Geoffrey Canada (</span></b><b><i><span style="font-family: TimesNewRomanPS, serif;">Fist, Stuck, Knife, Gun): </span></i></b><b><span style="font-family: TimesNewRomanPSMT, serif;">"I loved reading, and my mother, who read voraciously too, allowed me to have her novels after she finished them. My strong reading background allowed me to have an easier time of it in most of my classes.”</span></b><b><span style="font-family: "MS Mincho";"><o:p></o:p></span></b></div>
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<b>Habits of mind: empathy, appreciation of complexity: Kidd, D. & Castano (2013), Oatley & Moldoveanu (2013). <o:p></o:p></b></div>
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<b><span style="background-color: #f5f8fa; background-position: initial initial; background-repeat: initial initial; color: #14171a;">Poor spelling an indication of more serious problems. (Published in Washington Post, 3/30,18) </span></b><b><o:p></o:p></b></div>
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<b><span style="background-color: #f5f8fa; background-position: initial initial; background-repeat: initial initial; color: #14171a;">Mr. Trump’s spelling mistakes reflect problems deeper than a failure to proofread (“Elected to read, not to proofread,” March 21, 2018). My research shows that poor spelling is often the result of not having a reading habit. Studies also show that those who read a lot know more about history and science. They also have greater empathy with others, and understand that the world is complex. Mr. Trump is a perfect example of a non-reader. Stephen Krashen<o:p></o:p></span></b></div>
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<b>NAEP/PIRLS studies: POVERTY > LITERACY; ACCESS > LITERACY – library balances effect of poverty!<o:p></o:p></b></div>
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<b>Predictors of NAEP reading test scores, grade 4, 1992, 42 states <o:p></o:p></b></div>
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<b>Predictor<o:p></o:p></b></div>
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<b>beta<o:p></o:p></b></div>
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<b>p<o:p></o:p></b></div>
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<b>Poverty<o:p></o:p></b></div>
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<b>-0.45<o:p></o:p></b></div>
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<b>0<o:p></o:p></b></div>
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<b>Access<o:p></o:p></b></div>
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<b>1.12<o:p></o:p></b></div>
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<b>0<o:p></o:p></b></div>
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<b>r2 = .72. From: McQuillan, 1998. Access = books in home, school, community. Replication Krashen et al; 2012. <o:p></o:p></b></div>
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<b>Predictors of reading - The PIRLS 2006: over 40 countries, tested in first language<o:p></o:p></b></div>
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<b>Predictor<o:p></o:p></b></div>
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<b>beta<o:p></o:p></b></div>
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<b>p<o:p></o:p></b></div>
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<b>SES<o:p></o:p></b></div>
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<b>0.41<o:p></o:p></b></div>
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<b>0.005<o:p></o:p></b></div>
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<b>Independent reading<o:p></o:p></b></div>
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<b>0.16<o:p></o:p></b></div>
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<b>0.14<o:p></o:p></b></div>
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<b>Library: 500 books<o:p></o:p></b></div>
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<b>0.35<o:p></o:p></b></div>
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<b>0.005<o:p></o:p></b></div>
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<b>Instruction<o:p></o:p></b></div>
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<b>-0.19<o:p></o:p></b></div>
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<b>0.085<o:p></o:p></b></div>
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<b><span style="color: windowtext; font-family: "Times New Roman", serif;">r2 = .63 </span></b><b><span style="font-family: "Times New Roman", serif;">from: Krashen, S., Lee, S.Y. & McQuillan, J. 2012. Is the library important? <o:p></o:p></span></b></div>
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<b><span style="font-family: "Times New Roman", serif;">Replicated, 2011, 2016. No effect for early literacy.<o:p></o:p></span></b></div>
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<b>Control for poverty, US scores near top of the world: </b><b>Carnoy & Rothstein, 2013 (problem is NOT teachers, schools of education, unions)<o:p></o:p></b></div>
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<b>PATHS: (1) Reduce, eliminate poverty (2) Protect children against the effects of poverty. (How to pay for it: reduce unnecessary testing: Krashen, 2008: NUT.)<o:p></o:p></b></div>
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<b>Post-script: There is no evidence of a serious decline in reading. The real problem is POVERTY.<o:p></o:p></b></div>
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<b>Minutes per day of reading<o:p></o:p></b></div>
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<b>year <o:p></o:p></b></div>
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<b>age<o:p></o:p></b></div>
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<b>books<o:p></o:p></b></div>
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<b>mag/news <o:p></o:p></b></div>
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<b>Websites<o:p></o:p></b></div>
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<b>Total<o:p></o:p></b></div>
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<b>1945<o:p></o:p></b></div>
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<b>15-19<o:p></o:p></b></div>
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<b>22<o:p></o:p></b></div>
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<b>42<o:p></o:p></b></div>
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<b>54<o:p></o:p></b></div>
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<b>2010<o:p></o:p></b></div>
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<b>15-18<o:p></o:p></b></div>
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<b>21<o:p></o:p></b></div>
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<b>13<o:p></o:p></b></div>
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<b>16<o:p></o:p></b></div>
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<b>50<o:p></o:p></b></div>
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<b>Link and Hopf, 1946; Rideout et al, 2010<o:p></o:p></b></div>
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<b>Why we think “kids these days” don’t read much: Schatz, A., et al, 2008.<o:p></o:p></b></div>
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<b><span style="font-size: 11pt;">Carnoy, M. & Rothstein, R. (2013). <i>What Do International Tests Really Show Us about U.S. Student Performance.</i>Economic Policy Institute.</span></b><b><span style="font-size: 11pt;"><o:p></o:p></span></b></div>
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<b><span style="font-size: 11pt;">Heyns, B. 1975. Summer Learning and the Effect of School. Academic Press.<o:p></o:p></span></b></div>
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<b>Kidd, D., & Castano, E. (2013). Reading literary <u>fiction</u>improves theory of mind. <i>Science, 342</i>.</b><b><span style="font-family: "MS Mincho";">
</span>Djikic</b><b><span style="font-size: 11pt;"><o:p></o:p></span></b></div>
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<b><span style="font-size: 11pt;">Krashen, S. 2008. The fundamental principle: No unnecessary testing (NUT). The Colorado Communicator vol 32,1. Page 7, 2008. <a href="http://www.sdkrashen.com/content/articles/nut_no_unnecessary_testing.pdf" style="color: #954f72;">http://www.sdkrashen.com/content/articles/nut_no_unnecessary_testing.pdf</a><o:p></o:p></span></b></div>
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<b><span style="font-size: 11pt;">Krashen, S., Lee, S.Y. and McQuillan, J. 2012. Is the library important? Multivariate studies at the national and international level. Journal of Language and Literacy Education, 8(1): 26-36.<o:p></o:p></span></b></div>
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<b><span style="font-size: 11pt;">Link, H. & Hopf, H. (1946). <i>People and books: A study of reading and book-buying habits. New York: Book Manufacturers’ Institute.</i><o:p></o:p></span></b></div>
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<b><span style="font-size: 11pt;">Rideout, V., Foehr, U., & Roberts, D. (2010). <i>Generation M2: Media in the lives of 8 to 18 year-olds. </i>Menlo Park, CA: Kaiser Family Foundation.<o:p></o:p></span></b></div>
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<b><span style="font-size: 11pt;">Mason, B. & Krashen, S. 2017. Self-selected reading and TOEIC performance. <i>Shitennoji University Bulletin, 63. </i> <a href="http://www.sdkrashen.com/articles.php?cat=2" style="color: #954f72;">http://www.sdkrashen.com/articles.php?cat=2</a><span class="MsoHyperlink" style="color: blue; text-decoration: underline;"></span><span class="MsoHyperlink" style="color: blue; text-decoration: underline;"><span style="text-decoration: none;"> <o:p></o:p></span></span></span></b></div>
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<b><span style="font-size: 11pt;">McQuillan, J. 1998. The Literacy Crisis: False Claims and Real Solutions. Heinemann Publishing Company. <o:p></o:p></span></b></div>
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<b><span style="font-size: 11pt;">Neuman, & Celano, (2001). Access to print in low-income and middle- income communities. <i>Reading Research Quarterly, </i>36(1).<o:p></o:p></span></b></div>
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<b>Oatley, K. & Moldoveanu, M. (2013). Opening the closed mind: The effect of exposure to literature on the need for closure. <i>Creativity Research Journal, 25</i>(2)</b><b><span style="font-size: 11pt;"><o:p></o:p></span></b></div>
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<b><span style="font-size: 11pt;">Schatz, A., Pierce, K., Ghalambor, K. and Krashen, S. 2008. More on the "literacy crisis": Do children like to read? Knowledge Quest 37 (1): 40-41.<o:p></o:p></span></b></div>
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<b><span style="font-size: 11pt;">Scholastic, Kids & Family Reading Report, 6<sup>th</sup>edition<o:p></o:p></span></b></div>
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<b><span style="font-size: 11pt;">Ramos, F. and Krashen, S. 1998. The impact of one trip to the public library: Making books available may be the best incentive for reading. The Reading Teacher 51(7): 614-615. </span><a href="http://www.sdkrashen.com/content/articles/1998_one_trip.pdf" style="color: #954f72;">http://www.sdkrashen.com/content/articles/1998_one_trip.pdf</a></b><b><span style="font-size: 11pt;"><o:p></o:p></span></b></div>
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<b><span style="font-size: 11pt;">Smith, C. , Constantino, R. & Krashen, S. 1997. Differences in print environment for children in Beverly Hills, Compton and West, R., Stanovich, & Mitchell, H. (1993). Reading in the real world and its correlates. <i>Reading Research Quarterly, 28</i><o:p></o:p></span></b></div>
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skrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.com1tag:blogger.com,1999:blog-6304900740955463233.post-46652585017666521722018-05-02T05:52:00.000-07:002018-05-02T05:52:03.456-07:00Cantonese is a language<div dir="ltr" style="text-align: left;" trbidi="on">
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Sent to the Hong Kong Free Press, May 2</div>
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Re: “Cantonese a dialect, not a mother tongue, says Hong Kong Education Bureau supporting material on Mandarin.” (May 2, 2018)</div>
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Song Yinqiao has stated that Cantonese is a dialect of Chinese and therefore cannot be considered to be a mother tongue. <span style="color: #323538;">If so, Mandarin is also a Chinese dialect and cannot be considered to be a mother tongue. </span></div>
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Stephen Krashen (Ph.D, Linguistics, UCLA)</div>
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Professor Emeritus, University of Southern California </div>
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skrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.com5tag:blogger.com,1999:blog-6304900740955463233.post-77926279435567112582018-05-01T17:29:00.000-07:002018-05-01T17:33:36.814-07:0090% fever: Should we require that the teacher use the target language 90% of the time in class?<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "times new roman" , serif;">Language teachers are told that they should make sure they use the target language in class 90% of the time or more.</span><span style="font-family: "times new roman" , serif;"> </span><span style="font-family: "times new roman" , serif;"> </span><span style="font-family: "times new roman" , serif;">I have no idea who came up with this number, but there is no solid research I know of that supports it. There is no research I know of that says the percentage of first language use should be 100% of the time, 80% of the time or 50% of time.</span><span style="font-family: "times new roman" , serif;"> </span></div>
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<span style="font-family: "times new roman" , serif;">What research does say is that we need to supply a lot of compelling comprehensible input, and that using the first language is one way of making second language input more comprehensible. This can sometimes be a single word, or a short explanation. <o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif;">The research also says that some uses of the first language are not helpful. They include translating everything we say into the first language, or spending a great deal of time talking about complex grammatical rules. <o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif;">Stating a percentage requirement of 90% (or any percentage) says nothing about HOW the first language is used. A teacher could easily meet the 90% requirement simply by speaking the first language all period, without regard as to whether the input is comprehensible. <o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif;">If we simply focus first language use on making second language input more comprehensible, e.g. an occasional translation of a problematic word or a brief explanation of grammar, I predict that use of the second language will be 90% or more. But if our goal is only to use the second language 90% of the time, there is no guarantee that it will be used in the service of providing comprehensible input. <o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif;">Stephen Krashen<o:p></o:p></span></div>
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skrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.com26tag:blogger.com,1999:blog-6304900740955463233.post-84222392592871818252018-05-01T07:46:00.001-07:002018-05-01T07:51:48.546-07:00Insituto Krashen?<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-size: 14pt;">This is from an article in El Universal: “Branlyn Jaraba está en el radar de la Major League Baseball” about a baseball player in Colombia interested in playing the Major Leagues in the US. He is studying English at the “instituto Krashen.” <o:p></o:p></span></h1>
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<span style="font-family: "times new roman" , serif; font-size: 14pt;">“Branlyn Jaraba Lorduy terminó académicamente en el ICCA en el primer semestre de 2017. Actualmente recibe clases en inglés en el Instituto Krashen con el firme propósito de manejar el idioma al máximo para estar preparado cuando le llegue la oportunidad de firmar con alguna organización de la MLB.”<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 14pt;"><a href="http://www.eluniversal.com.co/deportes/beisbol/branlyn-jaraba-esta-en-el-radar-de-la-major-league-baseball-277283E" style="color: #954f72;">http://www.eluniversal.com.co/deportes/beisbol/branlyn-jaraba-esta-en-el-radar-de-la-major-league-baseball-277283E</a>U<o:p></o:p></span></div>
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<span style="font-size: 14pt;">This is the first I have heard of this school. I have no connection with them, and no idea what teaching methods they are using. <o:p></o:p></span></h1>
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skrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.com3tag:blogger.com,1999:blog-6304900740955463233.post-87548399327886825352018-04-22T07:20:00.001-07:002018-04-22T07:20:25.345-07:00Don't forget about reading<div dir="ltr" style="text-align: left;" trbidi="on">
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Sent to the Taipei Times, April 22,2018</div>
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I was surprised to discover that the Taiwan Ministry of Education will prioritize “listening and speaking skills” in English language education, and that they will encourage students to “first listen, then speak , then write” (Robert Dildine, “Education Magic,” Letter to the Editor, April 22, referring to a report in Taipei Times, “A long road to improving education,” Jan 24). </div>
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The Ministry forgot something: Reading. Research over the last 40 years has confirmed that we acquire language by understanding what we hear and read, and that the ability to speak and write is the result of listening and reading. Study after study confirms that listening and reading need to come before speaking and writing. </div>
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The Ministry might want to do some reading themselves and get familiar with this research. The annual English Teachers Association meeting in Taipei typically includes many reports from Taiwan’s scholars and teachers confirming that reading, especially self-selected reading, results in impressive gains in vocabulary, writing, grammar, spelling, and of course reading ability. In fact, time spent reading results in better progress in these areas than time spent in traditional teaching. </div>
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Stephen Krashen, Professor Emeritus</div>
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University of Southern California, School of Education</div>
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skrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.com2tag:blogger.com,1999:blog-6304900740955463233.post-51775355932381834442018-04-06T18:58:00.002-07:002018-04-06T19:05:43.154-07:00 sloppy tweet + sloppy reporting = unfair attack on boba milk<div dir="ltr" style="text-align: left;" trbidi="on">
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<b><span style="font-family: "times new roman" , serif; letter-spacing: 1.5pt;">“Lies are
half-way around the world before the truth can get its shoes on.” (Attributed
to Mark Twain.)<o:p></o:p></span></b></div>
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<b><span style="font-family: "times new roman" , serif; letter-spacing: 1.5pt;">This following was
posted on twitter (Bestofnextdoor) by someone in Millbrae Park:<o:p></o:p></span></b></div>
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<b><span style="font-family: "times new roman" , serif; letter-spacing: 1.5pt;">“I agree with
the lady who spoke at the public hearing who said kids hanging out a boba milk
tea shops are throwing their futures away when they should be studying SATs,
nonstop.” <o:p></o:p></span></b></div>
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<b><span style="font-family: "times new roman" , serif; letter-spacing: 1.5pt;">The tweet was
immediately discussed in several local newspapers and websites and by others
with wider circulation. The reports did not question the accuracy of the tweet.
They should have. <o:p></o:p></span></b></div>
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<b><span style="font-family: "times new roman" , serif; letter-spacing: 1.5pt;">I discovered
that the “lady who spoke at the public gathering” was Prof. Christy Lao, SF
State University, a respected scholar in language education and literacy. She
posted a response on Resonate. She pointed out that she did not attack Boba Tea
shops, and did not recommend nonstop SAT testprep. <span style="mso-spacerun: yes;"> </span>Please read what she really did say. <o:p></o:p></span></b></div>
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<b><span style="font-family: "times new roman" , serif; letter-spacing: 1.5pt;">(<a href="http://www.weareresonate.com/2018/03/bubble-tea-apparently-ruining-childrens-sat-scores/#respond">http://www.weareresonate.com/2018/03/bubble-tea-apparently-ruining-childrens-sat-scores/#respond</a>)<o:p></o:p></span></b></div>
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<b><span style="font-family: "times new roman" , serif; letter-spacing: 1.5pt;">Christy Lao </span></b><span style="font-family: "times new roman" , serif; mso-fareast-font-family: "Times New Roman";"><a href="http://www.weareresonate.com/2018/03/bubble-tea-apparently-ruining-childrens-sat-scores/?replytocom=752#respond"><b><span style="color: #4d4d4d; letter-spacing: 0.75pt;">Reply</span></b></a><o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; mso-fareast-font-family: "Times New Roman";">It has come to my attention that my
remarks at the public hearing on a site development plan, the Millbrae Serra
Station Project, at Taylor Middle School, on March 27, 2018 were inaccurately
reported on Nextdoor twitter and the twitter post, unfortunately, was quoted in
“Some Bay Area Moms Worry Boba Tea is Destroying their Children’s Future”
(Nextshark, March 28, 2018). I did NOT attack Boba Milk Tea and did not say
students should be “studying SATs, nonstop.”<br />
I DID say that students spend a great deal of time at Boba tea shops because of
the shortage of quality after-school activities and enrichment programs that
will help our students be more well-rounded.<br />
I also said that “Mills High School does not have the variety and the quality
extracurricular activities and athletic programs that Burlingame High School
offers. Top tier colleges look for students not only with good grades but
students that are well rounded, unique and have their own minds.”<o:p></o:p></span></div>
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skrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.com2tag:blogger.com,1999:blog-6304900740955463233.post-13908933069383665692018-03-22T06:56:00.001-07:002018-03-22T06:56:37.966-07:00Mr. Trump's spelling problem: Not just a failure to proofread<div dir="ltr" style="text-align: left;" trbidi="on">
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Sent to the Washington Post</div>
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Mr. Trump’s spelling mistakes reflect problems deeper than a failure to proofread (“Elected to read, not to proofread,” March 21, 2018). My research shows that poor spelling is often the result of not having a reading habit. Studies also show that those who read a lot know more about history and science. They also have greater empathy with others, and understand that the world is complex. </div>
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Mr. Trump is a perfect example of a non-reader. </div>
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Stephen Krashen</div>
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<span style="color: #1a1e23;">Original article: <a href="https://www.blogger.com/%22"><span style="color: #0079cd;">https://www.washingtonpost.com/politics/elected-to-lead-not-to-proofread-typos-spelling-mistakes-are-commonplace-in-trumps-white-house/2018/03/21/092cd086-2d16-11e8-b0b0-f706877db618_story.html?utm_term=.4fae250cb98d</span></a></span></div>
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Sources: </div>
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Krashen, S. 1989. We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. Modern Language Journal 73: 440-464.</div>
<div style="font-family: "Times New Roman"; font-size: 12px; font-stretch: normal; line-height: normal;">
West, R., Stanovich, K., & Mitchell, H. (1993). Reading in the real world and its correlates. <span style="font-family: Times; font-stretch: normal; line-height: normal;"><i>Reading Research Quarterly, 28, </i></span>35-50.</div>
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Kidd, D., & Castano, E. (2013). Reading literary fiction improves theory of mind. </div>
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<span style="font-family: Times; font-stretch: normal; line-height: normal;"><i>Science, 342 </i></span>(6156), 377-380.</div>
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Djikic, M., Oatley, K. & Moldoveanu, M. (2013). Opening the closed mind: The </div>
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effect of exposure to literature on the need for closure. <span style="font-family: Times; font-stretch: normal; line-height: normal;"><i>Creativity Research Journal, 25</i></span>(2), 149-154.<span style="font-family: Courier; font-stretch: normal; line-height: normal;"><br />
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skrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.com4tag:blogger.com,1999:blog-6304900740955463233.post-48079444337476035912018-03-19T22:05:00.002-07:002018-03-19T22:05:52.663-07:00Driverless cars and road safety<div dir="ltr" style="text-align: left;" trbidi="on">
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<b></b>Sent to the New York Post, March 19, 2018</div>
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<b></b><br /></div>
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<span style="color: black;"><b>Re: (</b></span><b>“Pedestrian killed by driverless Uber, rideshare company suspends program,” March 19, 2018)</b><span style="color: black;"><b>. </b></span></div>
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<b>Yes, we should be very concerned about the use of driverless cars. But if we are interested in a large improvement in road safety, let’s increase public transportation: Buses are 60 times as safe as cars, trains about 50 times as safe. The problem with this obvious solution is that the super-rich make no profit.</b></div>
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<b></b><br /></div>
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<b>Stephen Krashen</b></div>
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<b></b><br /></div>
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<b>Source: </b><a href="https://journalistsresource.org/studies/environment/transportation/comparing-fatality-risks-united-states-transportation-across-modes-time"><b>https://journalistsresource.org/studies/environment/transportation/comparing-fatality-risks-united-states-transportation-across-modes-time</b></a></div>
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<b></b></div>
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<b>The fatality rate per billion miles driven for cars is 7.3, for buses, .11, for trains, .15. </b></div>
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skrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.com2tag:blogger.com,1999:blog-6304900740955463233.post-7414052485400961172018-02-23T12:49:00.002-08:002018-02-23T12:49:52.890-08:00 Phonics and reading: Some basics<div dir="ltr" style="text-align: left;" trbidi="on">
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<b style="mso-bidi-font-weight: normal;"><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";"><o:p>Submitted for publication</o:p></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">A recent (2018) ILA report, “Explaining
phonics instruction: An educator’s guide” provides an incomplete and often
unclear picture, in my view, of what educators need to know about phonics, and
about learning to read in general. <o:p></o:p></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">The report claims that phonics
is an “essential part of instruction in a total reading program.”<span style="mso-spacerun: yes;"> </span>Essential? Perhaps, but certainly not the
main thing. <o:p></o:p></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">Here is my alternative report:<o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(1)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">Only simple rules of phonics can be consciously learned: The
complex rules have many exceptions and are not even clear to many teachers and
scholars. <o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(2)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">Knowledge of the simple rules of phonics can make texts more
comprehensible and thus help in reading development. Contrary to popular
opinion, no reading expert or organization forbids the teaching of some phonics
rules.<o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(3)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">Readers’ knowledge of most phonics rules is the result of
reading, not study.<o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(4)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">Children’s performance on tests of phonics (eg pronouncing
words in isolation) is not related to eventual reading competence.<o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(5)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">The best way to insure that young children become good
readers is through hearing stories. This builds vocabulary and grammar
knowledge and encourages a reading habit, by far the best way of developing reading
ability, writing competence, grammar, vocabulary, and spelling. <o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(6)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">The real problem in developing readers Is providing access to
books. For many children of poverty, the library is their only source of books.<o:p></o:p></span></b></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">A few references (none of these
authors are mentioned in the ILA report.)<o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(1)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">Smith, F. 2004.<span style="mso-spacerun: yes;">
</span>Understanding Reading, especially pp. 281-282.<o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(2)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">Ibid, pp. 152. <o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(3)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">Goodman, K. 1993, Phonics Phacts, Heinemann, chapter five. <o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(4)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 14.0pt;">Garan, E. 2002. <span style="mso-bidi-font-style: italic;">Resisting Reading Mandates</span>. Portsmouth, NH: Heinemann; Krashen,
S. 2009. Does Intensive Decoding Instruction Contribute to Reading
Comprehension? Knowledge Quest 37 (4): 72-74, <o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpLast" style="mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">(5)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 14.0pt;">Krashen, S. Lee, S.Y. and Lao, C. 2017. <span style="mso-bidi-font-style: italic;">Comprehensible and Compelling: The Causes
and Effects of Free Voluntary Reading. </span>Santa Barbara: Libraries
Unlimited. ABC-CLIO, LLC.</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "MS Mincho",serif; font-size: 14.0pt; mso-bidi-font-family: "MS Mincho";">
</span></b></div>
<div class="MsoListParagraphCxSpLast" style="mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; text-autospace: none; text-indent: -.25in;">
<b style="text-indent: -0.25in;"><span style="font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">(6)<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-weight: normal; line-height: normal;">
</span></span></b><b style="text-indent: -0.25in;"><span style="font-size: 14.0pt;">Neuman, S. and Celino, D. 2001. Access to print in
low-income and middle-income communities. Reading Research Quarterly 36(1):
8-26.<span class="apple-converted-space"> </span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">1, and 3: </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 14.0pt;">“…phonics instruction should aim to teach only the
most important and regular of letter-to-sound relationships … once the basic
relationships have been taught, the best way to get children to refine and
extend their knowledge of letter-sound correspondences is through repeated
opportunities to read. If this position is correct, then much phonics
instruction is overly subtle and probably unproductive” (Anderson, Hiebert,
Scott and Wilkinson, 1985, p.38; Becoming A Nation of Readers.)</span></b><b style="mso-bidi-font-weight: normal;"><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></b></div>
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skrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.com4tag:blogger.com,1999:blog-6304900740955463233.post-47043758880053736982018-02-17T13:24:00.001-08:002018-02-17T13:24:16.977-08:00Comments on "dual immersion"<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-size: 14pt;"> Feb. 17, 2018</span></div>
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<span style="font-size: 14pt;">An edweek blog is dedicated to “dual immersion.” I just posted four comments: <o:p></o:p></span></div>
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<a href="http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2018/02/response_everything_you_wanted_to_know_about_dual_immersion_but_were_afraid_to_ask.html"><span style="font-size: 14.0pt;">http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2018/02/response_everything_you_wanted_to_know_about_dual_immersion_but_were_afraid_to_ask.html</span></a><span style="font-size: 14.0pt;"><o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-size: 14.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-size: 14.0pt;">Elizabeth Beltran
gives me undeserved credit: Jim Cummins, not Stephen Krashen, informed us that
the development of academic competence in a second language takes more than one
to two years.<o:p></o:p></span></div>
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<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-size: 14.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-size: 14.0pt;">I worry about
Elizabeth Beltran’s recommendation that we need “continuous data” on progress
in bilingual programs.<span style="mso-spacerun: yes;"> </span>This can be
misread as a demand for constant standardized testing. How about “continuous
feedback”? This would include teacher reactions, by far the most valid source
of information.<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-size: 14.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-size: 14.0pt;">I appreciate
Conor Williams’ remarks about terminology.<span style="mso-spacerun: yes;">
</span>I submitted this letter to Language Magazine recently:<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif; font-size: 14.0pt;"><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif; font-size: 14.0pt;">I
have a suggestion that might improve communication among language educators as
well as communication between language educators and the public.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif; font-size: 14.0pt;"><span style="mso-spacerun: yes;"> </span>For language education professionals, the
term “immersion” usually means subject-matter instruction through a second
language, with efforts made to make sure the language used is comprehensible to
students. For the public, however, “immersion” generally means “submersion,”
surrounding yourself with the target language, whether comprehensible or not. I
suggest we simply stop using the term “immersion.”<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif; font-size: 14.0pt;"><span style="mso-spacerun: yes;"> </span>“Dual language” is used in two ways: It
could mean “bilingual education” in general or it could mean a specific program
known as “two-way” bilingual education.<span style="mso-spacerun: yes;">
</span>I suggest we avoid confusion by dropping the term “dual language” and
using either “bilingual education” or “two-way bilingual education.”<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif; font-size: 14.0pt;"><span style="mso-spacerun: yes;"> </span>And please, let’s avoid creative but even
more confusing terminology such as<span style="mso-spacerun: yes;"> </span>“dual
immersion” and “bilingual immersion.”<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "Times New Roman",serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 14.0pt;">Margarita
Calderon recommends direct instruction in vocabulary, reading strategies,
syntax, phonics and lots of writing “practice.”<span style="mso-spacerun: yes;">
</span>We have gathered a great deal of evidence of the years that much, maybe
all, of this is the results of self-selected pleasure reading.<span style="mso-spacerun: yes;"> </span>In addition, there is growing evidence that
students who develop a reading habit in English do not become long-term
ELLs.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif; font-size: 14.0pt;"><span style="mso-spacerun: yes;"> </span>(Many of my papers on this and related topics
are available for free download at </span><a href="http://www.sdkrashen.com/"><span style="font-family: "Times New Roman",serif; font-size: 14.0pt;">www.sdkrashen.com</span></a><span style="font-family: "Times New Roman",serif; font-size: 14.0pt;">. This includes </span><span style="font-size: 14.0pt;">Krashen, S. 2005. The acquisition of English by
children in two-way programs: What does the research say? In V. Gonzales and J.
Tinajero (Eds.) Review of Research and Practice, National Association for
Bilingual Education, vol 3: 1-19.<span style="mso-spacerun: yes;"> </span>AND
Dow, P., Tinafero, J. and Krashen, S.<span style="mso-spacerun: yes;">
</span>2011. A note on English language development in one-way and two-way
bilingual programs.<span style="mso-spacerun: yes;"> </span>TABE Journal 13(1):
82-87.)</span><span style="font-family: "Times New Roman",serif; font-size: 14.0pt;"><o:p></o:p></span></div>
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skrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.com2tag:blogger.com,1999:blog-6304900740955463233.post-91096592928933702112018-02-02T11:40:00.004-08:002018-02-02T11:45:36.695-08:00Aliens and Language Acquisition: Some Preliminary Comments<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal" style="line-height: 17.0pt; margin-bottom: 12.0pt; mso-layout-grid-align: none; mso-outline-level: 1; mso-pagination: none; text-autospace: none;">
<b><span style="font-family: "times" , serif; font-size: 14pt;">Stephen Krashen (1)</span></b></div>
<div class="MsoNormal" style="line-height: 17.0pt; margin-bottom: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<b><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;">It is
possible that alien (non-human, from other worlds) language will be completely
different from human languages. McKenna (1991) has suggested that aliens are
already here and are already communicating with (some of) us: the aliens are
psilocybin mushrooms and communication happens when we eat them. </span></b><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 17.0pt; margin-bottom: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<b><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;">Science-fiction
writers often assume that at least some aliens will use ordinary human-type
language, or languages that are easily translated into human language by
translating devices. </span></b><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 17.0pt; margin-bottom: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<b><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;">The
universal translator of Star-Trek has little trouble doing this, acquiring and
translating at the same time. Its occasional problems and hesitations reveal
that it operates on the principle of comprehensible input: the translator does
not try to produce and then adjust its system when the communication fails
(comprehensible output) nor does it get corrected. Rather, it listens and
understands, and gradually acquires the system (see e.g. Star Trek Deep Space
Nine, Episode 30: Sanctuary). (2) <sup><span style="mso-text-raise: 6.5pt; position: relative; top: -6.5pt;"><span style="mso-spacerun: yes;"> </span></span></sup></span></b><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 17.0pt; margin-bottom: 12.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<b><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;">A
great deal of communication with aliens has been reported in accounts of UFO
alien abductions. In the vast majority of cases, communication from alien to
human is telepathic (e.g. Fuller, 1966, Jacobs, 1998). It is not clear whether
the aliens understand spoken human language; Jacobs argues that human-alien communication
is also telepathic (http://www.ufoabduction.com/telepathy5.htm). Clearly,
research in this area has only begun. </span></b><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 17.0pt; margin-bottom: 12.0pt; mso-layout-grid-align: none; mso-outline-level: 1; mso-pagination: none; text-autospace: none;">
<b><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;">Notes<o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 17.0pt; margin-bottom: 12.0pt; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-size: 14.0pt;">These comments were originally part of Krashen, S.
2009. The Comprehension Hypothesis extended. In T. Piske and M. Young-Scholten
(Eds.) Input Matters in SLA. Bristol: Multilingual Matters. pp. 81-94. The
outrageous price of the book, however, made it difficult to access. </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;"><o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 17.0pt; margin-bottom: 14.65pt; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 11.0pt .5in; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><b><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;">In general, Star Trek gets a mixed report card on language
acquisition theory. In the first episode of the series Star Trek Enterprise,
Ensign Sato was observed using a version of the audio-lingual method in
teaching an alien language at Star Fleet academy (Star Trek Enterprise, Episode
1: Broken Bow). But in a subsequent episode, Sato presented a perfect portrayal
of a Monitor over-user (Krashen, 1981), hesitant to speak without a firm
conscious knowledge of the grammatical system of an alien language. Captain
Archer persuaded her that the survival of the Enterprise was more important
than the subtleties of the future tense. </span></b><b><span style="color: black; font-family: "ms mincho" , serif; font-size: 14.0pt;">
</span></b><b><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;"><o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 15.0pt; margin-bottom: 12.0pt; mso-layout-grid-align: none; mso-outline-level: 1; mso-pagination: none; text-autospace: none;">
<b><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;">References <o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 15.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<b><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;">Fuller, J. (1966) </span></b><i><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;">The Interrupted Journey. </span></i><b><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;">New
York: Berkley Publishing Corporation. </span></b><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 15.0pt; mso-layout-grid-align: none; mso-outline-level: 1; mso-pagination: none; text-autospace: none;">
<b><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;">Jacobs,
D. (1998) </span></b><i><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;">The Threat. </span></i><b><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;">New York: Simon and Schuster. </span></b><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 15.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<b><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;">Krashen, S. (1981). </span></b><i><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;">Second Language Acquisition and Second Language Learning. </span></i><b><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;">New York: Prentice-Hall. (Available at www. sdkrashen.com) </span></b><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 15.0pt; mso-layout-grid-align: none; mso-outline-level: 1; mso-pagination: none; text-autospace: none;">
<b><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;">McKenna,
T. (1991) </span></b><i><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;">The Archaic Revival. </span></i><b><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;">New York: HarperCollins. </span></b><span style="color: black; font-family: "times" , serif; font-size: 14.0pt;"><o:p></o:p></span></div>
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skrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.com2tag:blogger.com,1999:blog-6304900740955463233.post-77920233821359835352018-01-21T21:46:00.000-08:002018-01-21T21:46:41.580-08:00A source of confusion: the terms “immersion” and “dual language”<div dir="ltr" style="text-align: left;" trbidi="on">
<br /><div class="MsoNormal">
Submitted to Language Magazine, January 21, 2018<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I have a suggestion that might improve communication among
language educators as well as communication between language educators and the
public.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
For language education professionals, the term “immersion”
usually means subject-matter instruction through a second language, with
efforts made to make sure the language used is comprehensible to students. For
the public, however, “immersion” generally means “submersion,” surrounding
yourself with the target language, whether comprehensible or not. I suggest we
simply stop using the term “immersion.”<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
“Dual language” is used in two ways: It could mean “bilingual
education” in general or it could mean a specific program known as “two-way”
bilingual education. <span style="mso-spacerun: yes;"> </span>I suggest we avoid
confusion by dropping the term “dual language” and using either “bilingual education”
or “two-way bilingual education.”<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
And please, let’s avoid creative but even more confusing
terminology such as <span style="mso-spacerun: yes;"> </span>“dual immersion” and
“bilingual immersion.”<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Stephen Krashen<o:p></o:p></div>
<div class="MsoNormal">
Professor Emeritus<o:p></o:p></div>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="endnote text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="table of authorities"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="macro"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="toa heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 5"/>
<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Closing"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Signature"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="true"
UnhideWhenUsed="true" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Message Header"/>
<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Salutation"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Date"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 9"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
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University of Southern California<o:p></o:p></div>
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skrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.com1tag:blogger.com,1999:blog-6304900740955463233.post-20817281183143271732018-01-02T22:44:00.003-08:002018-01-02T22:54:00.355-08:00Phonics Fever in New Zealand<div dir="ltr" style="text-align: left;" trbidi="on">
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<b></b><br /></div>
<div style="color: #323333; font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal;">
<b>Published as a comment to a website called “Stuff” from New Zealand as a response to “Kids battling to learn because of gaps in teaching fundamentals” January 3: </b></div>
<div style="color: #0079cd; font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal;">
<span style="text-decoration: underline;"><a href="https://www.stuff.co.nz/national/education/100299410/kids-battling-to-learn-because-of-gaps-in-teaching-fundamentals"><b>https://www.stuff.co.nz/national/education/100299410/kids-battling-to-learn-because-of-gaps-in-teaching-fundamentals</b></a></span></div>
<div style="color: #323333; font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal; min-height: 16px;">
<b></b><br /></div>
<div style="color: #323333; font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal;">
<b>Whenever a country’s international reading test scores show the slightest drop, there is a call for more phonics. New Zealand ten-year olds scored eight points lower on the international PIRLS examination than ten-year olds in 2011, a very small drop. Nevertheless, phonics fever is in full force in New Zealand.</b></div>
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<b></b><br /></div>
<div style="color: #323333; font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal;">
<b>Increasing phonics study won’t help on tests of this kind. A number of studies have confirmed that Intensive phonics study will only improve scores on tests in which children pronounce words presented on a list. It has no impact on tests such as the PIRLS, in which children have to understand what they read. </b></div>
<div style="color: #323333; font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal; min-height: 16px;">
<b></b><br /></div>
<div style="color: #323333; font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal;">
<b>Research has, however, confirmed that students who do the best on reading comprehension tests are those who have done more self-selected (recreational) reading. In fact, those who read more not only read better, they write better, have larger vocabularies, spell better, and have better control of grammar. </b></div>
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<div style="color: #323333; font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal; min-height: 16px;">
<b></b><br /></div>
<div style="color: #323333; font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal;">
<b>In order to develop a pleasure reading habit, children need access to books. The best way to insure this is investing in libraries and librarians. </b></div>
<div style="color: #323333; font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal; min-height: 16px;">
<b></b><br /></div>
<div style="color: #323333; font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal;">
<b>Stephen Krashen</b></div>
<div style="color: #323333; font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal;">
<b>Professor Emeritus</b></div>
<div style="color: #323333; font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal;">
<b>University of Southern California</b></div>
<div style="color: #323333; font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal; min-height: 16px;">
<b></b><br /></div>
<br /></div>
skrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.com1tag:blogger.com,1999:blog-6304900740955463233.post-44884483143438022652018-01-01T12:20:00.000-08:002018-01-01T13:08:37.143-08:00Read alouds lead to reading, reading requires access to books<div dir="ltr" style="text-align: left;" trbidi="on">
<div style="font-family: Helvetica; font-size: 12px; font-stretch: normal; line-height: normal;">
<b>Sent to the Los Angeles Times, December 31, 2017</b></div>
<div style="font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal; min-height: 16px;">
<b></b><br /></div>
<div style="font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal; min-height: 16px;">
<b></b><br /></div>
<div style="font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal;">
<b>Re: If you want your kids to be fully literate, start reading to them when they are babies. </b></div>
<div style="font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal; min-height: 16px;">
<b></b><br /></div>
<div style="font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal;">
<b>Professors Allen and Adele Gottfried inform us that their studies show that reading aloud to children early in their lives correlates with educational success later on (letters, Dec. 30). </b></div>
<div style="font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal; min-height: 16px;">
<b></b><br /></div>
<div style="font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal;">
<b>Read-alouds help because they provide exposure to the vocabulary and grammar used in books, making independent reading more comprehensible, and also because they get children interested in reading on their own. Those who become avid readers read better, write better, have larger vocabularies, better grammar, and spell better.</b></div>
<div style="font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal; min-height: 16px;">
<b></b><br /></div>
<div style="font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal;">
<b>Having a reading habit only happens if children have access to books. A number of studies, including our own, have shown that access to libraries correlates with reading proficiency, and our recent work suggests that availability of libraries can balance the negative effect of poverty on literacy development. </b></div>
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<b></b><br /></div>
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<b>California has consistently invested little in libraries, often the only source of books for children of poverty, and little in librarians, who help children find the right books for them.</b></div>
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<b></b><br /></div>
<div style="font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal;">
<b>Stephen Krashen</b></div>
<div style="font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal;">
<b>Syying Lee</b></div>
<div style="font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal;">
<b>Jeff McQuillan</b></div>
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<b></b><br /></div>
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<b>Original letter to the Times: http://www.latimes.com/opinion/readersreact/la-ol-le-reading-literacy-schools-20171230-story.html</b></div>
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<b></b><br /></div>
<div style="color: #676767; font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal;">
<b>Some sources: </b></div>
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<b>Access to books: </b></div>
<div style="font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal; margin-left: 36px; text-indent: -36px;">
<b>McQuillan, J. (1998). <i>The Literacy Crisis: False Claims, Real </i></b><b><i>Solutions. </i>Heinemann. </b></div>
<div style="font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal;">
<b>Krashen, S. (2004). <i>The Power of Reading.</i> Libraries Unlimited.</b></div>
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<b></b><br /></div>
<div style="color: #676767; font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal;">
<b>Our recent studies: </b></div>
<div style="font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal;">
<b>Krashen, S., Lee, S.Y. and McQuillan, J. 2012. Is the library important? Multivariate studies at the national and international level. Journal of Language and Literacy Education, 8(1): 26-36.</b></div>
<div style="color: #424242; font-family: "Times New Roman"; font-size: 14px; font-stretch: normal; line-height: normal;">
<span style="color: black;"><b>Krashen, S. Lee, SY, and Lao, C. 2017. </b></span><b>Comprehensible and Compelling: The Causes and Effects of Free Voluntary Reading. Santa Barbara: Libraries Unlimited. ABC-CLIO, LLC.</b></div>
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skrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.com1tag:blogger.com,1999:blog-6304900740955463233.post-19190751399333204622017-12-28T21:26:00.002-08:002017-12-28T21:26:43.956-08:00Should We Encourage E-Reading?<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="color: black; font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">Stephen Krashen<o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">Professor Emeritus,
University of Southern California<o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">Visiting Scholar, Texas
A&M International University<o:p></o:p></span></div>
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Educational Development</span><span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">Journal of English Language
Teaching (India).<span style="mso-spacerun: yes;"> </span>2017. 59(6): <span style="mso-spacerun: yes;"> </span>26-29<o:p></o:p></span></div>
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<a href="http://www.eltai.in/pdf/Journal-Nov-Dec-2017(1).pdf" target="_blank"><span style="color: #196ad4; font-family: "Helvetica Neue",sans-serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">http://www.eltai.in/pdf/Journal-Nov-Dec-2017(1).pdf</span></a><span style="background: white; color: black; font-family: "Helvetica Neue",sans-serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";"> </span><span style="mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">ABSTRACT<o:p></o:p></span></div>
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<i style="mso-bidi-font-style: normal;"><span style="color: black; font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">So far, research confirms that “e-reading” can be helpful for the
acquisition of language and literacy. Because of the high cost of e-readers and
e-books, however, those living in poverty are unable to take advantage of e-reading.
A push toward increasing e-book offerings in libraries will have the effect of
making the gap between the rich and poor wider than it is now, unless the cost
of e-readers is dramatically reduced or the availability of e-readers is
dramatically increased.<o:p></o:p></span></i></div>
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<span style="color: black; font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>It is firmly established that self-selected
pleasure reading is tremendous help to language development, perhaps the best
way to help acquirers progress from beginning stages to the most advanced stages.
The research, until recently, has been confined to reading paper print. There
is, however, reason to suspect that self-selected e-reading can have a similar
impact.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif;"><span style="mso-spacerun: yes;"> </span>Pratheeba and Krashen (2013) reported a
substantial correlation (r = .78) for advanced speakers of English as a second
language (<span style="color: black;">25 students of engineering at a university
in India) </span>between self-reported reading and a vocabulary test consisting
of words taken from <span style="color: black;">Graduate Record Examination
preparation books, designed for native speakers of English. <o:p></o:p></span></span></div>
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<span style="color: black; font-family: "Times New Roman",serif;">Their 20-item questionnaire included four items dealing with
reading from the computer, but only one of these dealt specifically with
pleasure reading: the correlation between vocabulary scores and pleasure
reading on the internet was modest, but it was positive and significant (r = .35,
p = .044).<span style="mso-spacerun: yes;"> </span>Other forms of reading using
the computer (reading about current affairs, reading for academic purposes,
reading online journals) were not significantly correlated with vocabulary
scores, confirming the power of self-selected reading (Lee, 2007). <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: 宋体;"><span style="mso-spacerun: yes;"> </span>Wang and
Lee (2015) asked university students of EFL in Taiwan to engage in web-surfing
in English for 20 minutes at a time at least once a week for one academic year.
<span style="mso-spacerun: yes;"> </span>Surfers made better gains on tests of
knowledge of infrequently occurring words (those appearing once every 10,000 words
in texts) and academic words and also did better than comparisons on a cloze
test. Their reading was clearly self-selected and related to their own
interests. One subject told Wang and Lee: <span style="mso-bidi-font-style: italic;">“I think I can really pick what I like and disregard my dislikes. Then,
I’ll choose what I really want for sure. I definitely won’t choose something
I’m not interested in.” <o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; mso-bidi-font-style: italic; mso-fareast-font-family: 宋体;">The Barrier</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; mso-fareast-font-family: 宋体;"><o:p></o:p></span></b></div>
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<span style="color: black; font-family: "Times New Roman",serif;"><span style="mso-spacerun: yes;"> </span>E-book reading in the
US is far more frequent among those with higher incomes (table 1), most likely
due to the cost of e-book reading devices and e-books themselves.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif;">Table 1:
Percentage who have read a print or e-book in the last 12 months.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">income <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">print
book<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">e-book<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">below
30,000<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">69<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">19<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">30,000
- 49,999<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">68<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">26<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">50,000
- 74,999<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">69<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">33<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">above
75,000<o:p></o:p></span></div>
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<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">73<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">40<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif;">N = 1520
adults,<span style="mso-spacerun: yes;"> </span>March, 2016<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif;">From: Pew
Research Center, 2016 <o:p></o:p></span></div>
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<span style="color: black; font-family: "Times New Roman",serif;">Table 2 shows that those earning under $30,000 per year in 2015 were
less likely to own e-book reading devices and computers.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif;">Table 2:
Percentage of adults with E-Book-Readers, tablets, computers, smartphones: <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">Computers<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">Smartphone<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-left: none; border: solid windowtext 1.0pt; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 65.0pt;" valign="bottom" width="65">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">E-Readers<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-left: none; border: solid windowtext 1.0pt; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 65.0pt;" valign="bottom" width="65">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">Tablets<o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 1;">
<td nowrap="" style="border-top: none; border: solid windowtext 1.0pt; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 65.0pt;" valign="bottom" width="65">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">Below
30<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 65.0pt;" valign="bottom" width="65">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">50<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 74.0pt;" valign="bottom" width="74">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">52<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 65.0pt;" valign="bottom" width="65">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">14<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 65.0pt;" valign="bottom" width="65">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">28<o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 2;">
<td nowrap="" style="border-top: none; border: solid windowtext 1.0pt; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 65.0pt;" valign="bottom" width="65">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">30-49,999<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 65.0pt;" valign="bottom" width="65">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">80<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 74.0pt;" valign="bottom" width="74">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">69<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 65.0pt;" valign="bottom" width="65">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">16<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 65.0pt;" valign="bottom" width="65">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">44<o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 3;">
<td nowrap="" style="border-top: none; border: solid windowtext 1.0pt; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 65.0pt;" valign="bottom" width="65">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">50-74,999<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 65.0pt;" valign="bottom" width="65">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">90<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 74.0pt;" valign="bottom" width="74">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">76<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 65.0pt;" valign="bottom" width="65">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">22<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 65.0pt;" valign="bottom" width="65">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">51<o:p></o:p></span></div>
</td>
</tr>
<tr style="height: 15.0pt; mso-yfti-irow: 4; mso-yfti-lastrow: yes;">
<td nowrap="" style="border-top: none; border: solid windowtext 1.0pt; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 65.0pt;" valign="bottom" width="65">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">75
& more<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 65.0pt;" valign="bottom" width="65">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">91<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 74.0pt;" valign="bottom" width="74">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">87<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 65.0pt;" valign="bottom" width="65">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">27<o:p></o:p></span></div>
</td>
<td nowrap="" style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: 15.0pt; mso-border-bottom-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 65.0pt;" valign="bottom" width="65">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">67<o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif;">Pew
Research Center, 2015.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif;">n = 959 adults,
interview during March/April 2015.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif;"><span style="mso-spacerun: yes;"> </span>The official 2017 household income poverty
line in the US was $20,600 for a family of four:<span style="mso-spacerun: yes;"> </span>If one of two wage earners in the family
earns anywhere close to $30,000, this means that the "below $30,000"
category includes families that are well above the poverty line.<span style="mso-spacerun: yes;"> </span>E-book use and ownership of e-reading devices
among those living in poverty is probably much lower than the figures given in
tables 1 and 2.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="background: white;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">The Price of E-Book Readers<o:p></o:p></span></b></div>
<div class="MsoNormal" style="background: white;">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif;"><span style="mso-spacerun: yes;"> </span>Most new e-book readers cost at least $80
US. But the good news is that e-books can now be read on other devices such as
computers, smartphones and tablets. Because of this, sales of dedicated e-book
readers, such as Kindles and Nooks, have declined (Haines, 2016). But computers,
smartphones and tablets are not inexpensive, and as presented in table 2 fewer
low-income adults own these devices. <o:p></o:p></span></div>
<div class="MsoNormal" style="background: white;">
<br /></div>
<div class="MsoNormal" style="background: white;">
<br /></div>
<div class="MsoNormal" style="background: white;">
<br /></div>
<div class="MsoNormal" style="background: white;">
<br /></div>
<div class="MsoNormal" style="background: white;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";">E-Book Prices<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif;"><span style="mso-spacerun: yes;"> </span>Four of the five best-selling adult
fiction books in the United States, as listed in the New York Times in January,
2017, sold for $14.99 and one sold for $10.99 on Amazon, sometimes less than
the paperback versions and sometimes more. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif;"><span style="mso-spacerun: yes;"> </span>These prices do not take into
consideration the fact that e-books generally cannot be shared. Amazon allows
some, but not all sharing of kindle books with friends for 14 days, but this
can only be done once per book, and customers can't read the book while their
friend has it. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif;"><span style="mso-spacerun: yes;"> </span>Also, there is no used book possibility
for e-books.<span style="mso-spacerun: yes;"> </span>Donations of used print
books by individuals through organizations such as book swap groups can make
significantly more books available in public and school libraries (Krashen, 2014).<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif;">Are Libraries the Solution? <o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif;"><span style="mso-spacerun: yes;"> </span>While many public libraries in the United
States include e-books, they make up on the average only 12% of the entire
collection, and account for only 3% of public library circulation (Romano, 2015a).<span style="mso-spacerun: yes;"> </span>Most (69%) of the e-books in public libraries
are aimed at adults. <span style="mso-spacerun: yes;"> </span>Similarly, only 2%
of school library collections are e-books and account for only 3% of total
circulation (Romano, 2015b).<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif;"><span style="mso-spacerun: yes;"> </span>Public libraries in the United States
provide a modest amount of help for those without e-book readers or computers
at home: 38% of public libraries have e-book readers that patrons can take home
(Romano, 2015a).<span style="mso-spacerun: yes;"> </span>Rideout and Katz (2016)
reported that 36% of adults living below the poverty line said they used
computers at libraries, compared to 23% of those living above the poverty line.
Twenty-four percent of school libraries provide e-book reading devices for
students (Romano, 2015b).<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif;"><span style="mso-spacerun: yes;"> </span>Lack of access to books and other reading
material is the major reason those living in poverty have lower levels of
literacy (McQuillan, 1998; Krashen, 2004): Young people living in poverty have
fewer books in the home, in local libraries, and in their schools. Pushing
e-reading by increasing library e-book offerings will not solve this problem<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif;"><span style="mso-spacerun: yes;"> </span>Because of the high price of e-books and
e-book readers, those living in poverty have little or no chance to engage in
e-reading. <span style="mso-spacerun: yes;"> </span>In fact, promoting e-reading
could make the situation worse: an increase is e-book offerings in libraries, without
a substantial decrease in the cost of e-book readers or a plan to make e-readers
universally available, will increase the gap between the rich and the poor.
E-books will be available to the more privileged but not to those without access
to e-readers of some kind. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="mso-spacerun: yes;">
</span>This has already happened: Those surveyed in Romano (2015b) were asked
an open-ended question about interest, or lack of interest, students showed for
e-books. Here is one answer: <span style="mso-bidi-font-style: italic;">“A lot of
our students come from low income homes and don't have a way to read these
titles.”<span style="mso-spacerun: yes;"> </span>(p. 31).<i> <o:p></o:p></i></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-style: italic;">Summary<o:p></o:p></span></b></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="color: black; mso-fareast-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>Self-selected
voluntary e-reading appears to result in language acquisition, but promoting
e-reading may not close the achievement gap unless steps are taken to make e-books
and e-book readers more affordable.</span><i><o:p></o:p></i></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif;">References<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
<h1 style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; font-weight: normal; mso-bidi-font-weight: bold;">Haines, D.<span style="mso-spacerun: yes;"> </span>(2016). The e-book
reader device is dying a rapid death. </span><a href="https://www.justpublishingadvice.com/the-e-reader-device-is-dying-a-rapid-death/"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; font-weight: normal; mso-bidi-font-weight: bold;">https://www.justpublishingadvice.com/the-e-reader-device-is-dying-a-rapid-death/</span></a><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; font-weight: normal; mso-bidi-font-weight: bold;"><o:p></o:p></span></h1>
<h1 style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; font-weight: normal; mso-bidi-font-weight: bold;">Krashen, S. (2004). <i style="mso-bidi-font-style: normal;">The Power of
Reading.</i> Libraries Unlimited.<o:p></o:p></span></h1>
<h1 style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; font-weight: normal; mso-bidi-font-weight: bold;">Krashen, S. (2014). Re-gifted reading. <i style="mso-bidi-font-style: normal;">Language Magazine,</i> <i style="mso-bidi-font-style: normal;">13</i>(5),
17.<o:p></o:p></span></h1>
<div class="MsoNormal" style="margin-left: .5in; mso-layout-grid-align: none; text-autospace: none; text-indent: -.5in;">
<span style="color: black; font-family: "Times New Roman",serif;">Lee, S.Y. (2007). Revelations from three consecutive studies on
extensive<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: .5in; mso-layout-grid-align: none; text-autospace: none; text-indent: -.5in;">
<span style="color: black; font-family: "Times New Roman",serif;">reading. <em>RELC Journal, 38</em>(2), 150-170. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: .5in; mso-layout-grid-align: none; text-autospace: none; text-indent: -.5in;">
<span style="color: black; font-family: "Times New Roman",serif;">McQuillan, J. (1998). <i style="mso-bidi-font-style: normal;">The
Literacy Crisis: False Claims, Real<o:p></o:p></i></span></div>
<div class="MsoNormal" style="margin-left: .5in; mso-layout-grid-align: none; text-autospace: none; text-indent: -.5in;">
<i style="mso-bidi-font-style: normal;"><span style="color: black; font-family: "Times New Roman",serif;">Solutions.</span></i><span style="color: black; font-family: "Times New Roman",serif;">Heinemann. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman",serif;">Pew
Research Center (2015). <i style="mso-bidi-font-style: normal;">Technology Device
Ownership.</i> <o:p></o:p></span></div>
<div class="MsoNormal">
<a href="http://www.pewinternet.org/2015/10/29/technology-device-ownership-2015/pi_2015-10-29_device-ownership_1-06/"><span style="font-family: "Times New Roman",serif;">http://www.pewinternet.org/2015/10/29/technology-device-ownership-2015/pi_2015-10-29_device-ownership_1-06/</span></a><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
<div class="MsoNormal">
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skrashenhttp://www.blogger.com/profile/02243115140886175946noreply@blogger.com6