To me, therefore, good books are the ultimate democracy, cutting across class and cultural lines and opening the world to Everychild. The only investment needed is that of parental time and care; our magnificent libraries, and the remarkably widespread availability of the very best books in inexpensive paperback, mean that anyone with a will can have immediate access to a literature of almost Byzantine wealth and splendor.
- Michele Landsberg

Table of Contents

Chapter 1: Introduction

Hello there. So you have made the commitment to build a Reading Circle or become a Book Buddy (who is someone reading one-to-one with a child in a classroom or community centre) as part of the Students For Literacy program at your campus. Fantastic! We expect that this will be a wonderful experience for you. We know that you will make a positive impact on the lives of the children you work with. Thank you for volunteering.

The idea behind a reading circle or being a “book-buddy” is to encourage a child or group of children to enjoy books and reading. Whenever possible, we encourage you to involve the parents of the children in the reading circle or “book-buddy” program. Fun is the focus: books and stories are the focal point. For younger children you can even use rhymes and songs.

Every child comes to be a reader in different ways. Some children can read simple text quite fluently by the end of grade one. Some don’t get the hang of it until the end of grade three. Others will struggle along for many years. This does not matter. What matters is that the children continue to receive support, praise and opportunities to become fluent readers, and as a result, good learners. Research shows that there is a strong relationship between strong reading skills and success in school.

Your own enthusiasm for reading will be infectious. Reading circle volunteers and “book buddies” enjoy exposing children to new books and stories and new ways of comprehending print. You will be able to introduce children to outstanding books such as Eric Carle’s The Very Hungry Caterpillar, the Spot books by Eric Hill, The Paperbag Princess by Robert Munch, Kofi and His Magic by Maya Angelou, La Diablesse and the Baby by Richardo Keens-Douglas and many, many others.

You will be able to select children’s books that enable children to imagine and discover, that depict the fantastic variety of world cultures and ethnicities, that have inspiring role models and are beautiful, colourful and exciting!

This booklet will give you good information for working with children of varying ages. It offers tips for reading with children and rhymes, songs and games you can introduce to stimulate a child’s imagination.

Chapter 2: Frontier College: Yesterday and Today

Frontier College is a Canada-wide, literacy organization. We teach people to read and write and we nurture an environment favourable to lifelong learning. Since 1899, we have been reaching out to people wherever they are and responding to their particular learning needs. We believe that literacy is a right and we work to achieve literacy for all.
- Frontier College Mission Statement

Frontier College began in 1899. It was founded by Alfred Fitzpatrick, a pioneer teacher who was committed to helping those who were left out of the formal school system. Fitzpatrick believed that everyone in Canada had the right to the best education possible. So he recruited university students and sent them to remote work sites on the Canadian frontier. Known as labourer-teachers, these students worked side-by-side with the people they tutored.

Over a century later, we are still tutoring adults and children to improve their literacy and learning skills to enable them to participate more actively as citizens, parents, workers, students, and members of their community. We rely on a corps of trained and committed volunteer tutors from universities, colleges, high schools, the private sector, and elsewhere to deliver our programs across Canada.

In 1976 Frontier College won the UNESCO prize for “meritorious work in literacy,” the first organization in the West to receive this honour. In 1987 the College received a special citation from the International Council on Adult Education for innovative literacy work with homeless youth. Many Frontier College staff and volunteers have been recognized as leaders in education. The work of Frontier College is known around the world.

By joining in this work, you are contributing to realizing our mission to create a society where everyone enjoys the right to literacy and access to the highest quality education that Canada can provide.

LITERACY IN CANADA

Literacy – the ability to read and write – has always been at the heart of Frontier College’s work. In recent years, literacy has been identified as an important social issue in Canada. According to research, almost 40% of Canadians have some degree of difficulty with everyday reading, writing, and math.

There are numerous reasons why so many people in Canada have trouble with reading and writing. Poverty is one example: More and more children go to school hungry each day and often have difficulty staying awake, let alone concentrating on their studies. Poor nutrition can cause behavioural problems among schoolchildren, which can further prevent them from learning. At the same time, cuts to social and educational spending deny help to children who may need it the most.

Parents who have low literacy skills are often not able to support their children in school. They cannot help their children with their homework. They may not be able to act as advocates for their children if they are having difficulty at school. Because low literacy and low income levels often go hand-in-hand, many children miss out on experiences that help to grow literate minds: museum visits, books and magazines in the home, travel, or even a bus ride to a local library.

There is more that we can do as a society to address this issue. Frontier College is committed to training volunteers, so that more people who need literacy and learning support will be served. One way we can begin to do this is by helping our students experience success in learning.

Chapter 3: Roles and Responsibilities of Volunteers

Show up a little early. It is necessary that you pay attention to this because the children you are working with are looking forward to seeing you. If for some reason you cannot make it, always let your Frontier College contact know.

Focus on the task at hand and be attentive to the child or children you are working with.

Since Reading Circles and one-to-one reading require a supply of good books, make sure that there is a diverse selection at hand. These books should look nice and be interesting to the child or children you are working with.

Build your relationship with the children in the Reading Circle or with the child you are reading to in a one-on-one setting. This is very important because relationship building is critical to sharing your love of reading with children.

If you take part in a Reading Circle, work with others to keep discipline. Also ensure that the space you are using is left as you found it. This helps to keep relationships with community partners positive.

Be enthusiastic.

Praise the child or children you are working with. Not only does this help to build relationships, it also builds a child’s confidence. A word of encouragement goes a long, long way.

Please fill out all evaluation forms and take part in evaluation sessions as needed to improve the quality of the program you are working in.

Ensure that you attend all training sessions. They are organized for your benefit.

Think! Be imaginative.

The law requires you to disclose any suspected cases of abuse. You should report this to any staff member of the agency you are working with. For instance, if you are working in a school-setting, you should report your concerns to the teacher. If you are working with a Reading Circle, talk with the Frontier College Regional Coordinator.

Chapter 4: Reading

Pause for a moment and consider the fact that you know how to read. Since you are interested in being a literacy volunteer, chances are that you’re probably pretty good at reading. Now ask yourself, Why am I a good reader? There are several possible reasons. Most likely, you:

• grew up in a home where reading was a part of daily life
• usually had interesting reading materials at hand
• had a library card at some point in your life
• were read to as a child
• attended school regularly
• had a teacher, parent/guardian, or relative who encouraged your reading.

The list of possibilities could go on. The common factors are access to reading materials and access to someone to help you to read them. Further, there is no evidence to suggest that one method of reading instruction is more effective in teaching all children than another. In this section, you will learn about reading theory and how to apply this to tutoring your student.

READING THEORY 101

Experienced readers use three types of cues in order to understand printed words. These are:

1. Grapho-phonemic cues
   The shapes (grapho) and sounds (phonics) of letters and words. To read well, a person needs to know the letters of the alphabet, their shapes, and the sounds that they make – alone, or in combination with other letters. This knowledge is very important in trying to figure out new words and their meanings.
2. Syntactic cues
   Sentence structure and word order. A reader with knowledge of syntax would look at the sentence, ‘The cat is black’ and know that the word cat is a noun and the word black is an adjective that describes the word cat. Good readers know how words work to form meaningful sentences.
3. Semantic cues
   Word meanings. Developing a large vocabulary is an essential part of being a good reader. And the more a child reads, the more words she learns and understands and the result is that she becomes a better reader.

Apart from the three cues, good readers have knowledge of the world or prior knowledge. For example, camels are not native to Canada. Yet a child, born or educated in Canada, who reads about camels, sees camels in the zoo, views programs on television about camels and so on, will bring a large fund of knowledge about camels to new stories or books about camels. His knowledge of the world includes a good deal about camels. Reading widely is the best way to continually expand one’s knowledge of the world.

STAGES OF READING

While we do not wish to generalize about how and when people learn to read, there are some basic patterns in the way in which children and youth learn to read in school. You will find the following templates outline the three stages of reading and give you, the tutor, useful information describing the characteristics of the reader in each stage and useful activities you and your student can do to help improve his or her reading skills.

SCIL (STUDENT-CENTRED INDIVIDUALIZED LEARNING)

SCIL, or Student-Centred Individualized Learning, is the method and philosophy of Frontier College. All tutoring is done around the strengths and interests of the student. Every student has strengths. By focusing on those strengths, a tutor can play a pivotal role in creating a better reader and a better student. In reading with children for example, we know that every child has a basic vocabulary. It could be 50 words, it could be 5,000 words. It doesn’t matter. Your job as a tutor is to help increase that vocabulary. Similarly, a child may not be so great at reading aloud. Your job is to strengthen his ability to read aloud and build his confidence. That’s what SCIL is about – starting with the student’s strengths, finding out what his interests are and finding books and materials which speak to those interests. If you do this, you cannot fail as a Reading Circle volunteer or one-to-one “book buddy.”

Chapter 5: Tips on Reading and Choosing Books

Every person when they arrive upon this earth has a right to be educated, and then, in payment, the duty to contribute to the education of others.
- José Marti, Cuban Patriot and Teacher

Use the library to find good quality books. Bring books to the Reading Circle or
to your one-to-one sessions that appeal to the children you are working with. Choose books that have strong female and male characters from around the world. Select books that represent the diversity of all children. The best way to motivate a child to read is to bring books about topics that interest her.

Read for enjoyment. Reading should be a pleasurable experience. Let the child read a book over and over again or choose another book. Let the child or children make selections from the books you have brought to the sessions. Take turns reading. Ham it up. Use different voices. Kids love that!

If a child is stuck on a word, give the child the word. Keep the story flowing. We do not need to know every word in a sentence to get its meaning. Reading is a meaning-making activity.

Remember each child is unique. So don’t be too concerned with statistics on reading levels, age-appropriate books, etc. Some children learn to read sooner than others, but every child can be a book lover with a little help.

Praise children for reading and for taking risks reading aloud. A little genuine praise goes a long way.

Talk about what you have read for a minute or two before going on to the next book. This allows the child to expand the ideas in the story or to summarize the story in her own words, or ask questions about the story.

Be an enthusiastic reader yourself. Tell the child what you are reading. This type of sharing can be a powerful example, especially if you and the child or children have a strong relationship.

Build your knowledge of children’s books so that you are familiar with titles that have been popular with kids for many years, as well as those that are current bestsellers. Again, keep your eyes open for books that are culturally diverse.

Chapter 6: Encouraging Positive Behaviours in Reading Circles

When working with children, you may encounter behaviours that disrupt your Reading Circle. This section provides you with advice on how to encourage positive behaviours that will make the Reading Circle fun and productive for everyone.

POOR ATTENTION SPAN

There are many reasons why a child might have trouble concentrating during your Reading Circle activities. She might have missed a meal that day. Or perhaps she had trouble sleeping the night before. Or maybe she’s just having a bad day. However, one child’s restlessness can spread throughout the group. Following are some suggestions:

Provide children with choices.

• Select books of interest to your group.
• Let them pick books from the selection.
• Let them choose a book-buddy (another child or a volunteer).
• Ask the children if they want to read, if they want you to read, or if they would like to take turns reading.
• Have an activity (such as a game or craft) for the last part of the program.

Use your volunteers.

• Have adults and children read together one-to-one, or in small groups.
• Match the volunteer to suit the child.
• Listen to the children, and show that you are interested.
• Ask for their thoughts and opinions.

Use a wide variety of materials, such as:

• a selection of quality children’s books from your public library
• children’s magazines, such as Owl and Stone Soup, as well as magazines for teenagers
• word puzzles (word search, crosswords)
• rhyming books (nursery rhymes, funny poems, limericks)
• puppets
• word games (Junior Scrabble, Junior Boggle)
• favourite books that the children bring from home to share
• books that the children make themselves
• comics, riddles, puzzles, optical illusions, magic, world records, sports, science, strange facts.

ATTENTION SEEKING

Sometimes you will encounter a child who seems to need a great deal of your attention. He may ask too many questions unrelated to the activity you are doing, or he may make too many unrelated comments. The key is to involve the child as much as possible in the Reading Circle. Here are some suggestions:

• Draw the child into the story. Be enthusiastic.
• Have the child tell the story to you.
• Encourage an attention-seeking child to read with a quiet child.
• Give the child a special responsibility.
• Talk about the story, personalize the story (ask questions like, What would you do?).
• Include parents or caregivers in the activities.
• Recognize and praise positive behaviour. You could say, “I’ve noticed how you have been reading quietly today. It is so nice to see you doing this. Thank you, Eric.”

AGGRESSIVE BEHAVIOUR

Occasionally, you will also notice more serious disruptions resulting from bickering, competitiveness, quarrelling, complaining, and so on. As frustrating as these situations can be, it is important not to over-react and also to be consistent in determining consequences for both positive and negative behaviour. Following are some suggestions:

• Have a meeting, and ask the children to suggest solutions to problems.
• Establish rules with the children that they all understand.
• Try to identify why a child is misbehaving.
• Find common ground.
• Channel aggressive behaviour in a positive way.
• Separate quarrelling children.
• Address the behaviour, don’t put the child down.
• Ask the child to talk about feelings.
• Acknowledge the child’s feelings.
• Use humour.
• Offer another approach.
• Do not try to gang up on a child.
• Give the child some time out to think about negative behaviour.
• Approach bullies privately, make sure they feel wanted.
• Don’t take testing or anger personally.
• Ensure that leaders and volunteers enforce rules equally and behave in a consistent and predictable manner.
• Do not underestimate children.
• Remind the children that this is a special and safe place.
• Make expectations of behaviour clear and consistent.
• Have a bottom line that every child understands. You may need to tell a child to leave, or to bring a signed note from a parent.

INVOLVING PARENTS IN READING CIRCLES

Another good way to encourage positive behaviour among the children in your group is to involve their parents, guardians, or caregivers: Following are some suggestions:

Get to know the parents.

• Have a parent orientation meeting.
• Invite parents to be part of the Reading Circle.
• Invite parents to come to a special presentation by the children.
• Acknowledge when parents come.
• Let children know their parents are welcome.
• Remember to be sensitive to the feelings of children whose parents don’t come.
• Don’t say, “Bring your mother or father.”
• Do say, “Bring along a grownup.”

What if the parent doesn’t read?

• Involve parents in non-reading activities, such as distributing name-tags, giving children stickers, organizing the space, trouble-shooting, and behaviour management.
• Get wordless books that parents and children can view together.
• Encourage non-reading parents to engage children in conversation, tell their own stories, and to help children make up stories by using pictures.

BE ASSERTIVE

Use “I” statements. For example:

I get frustrated trying to read when other people are talking. I need your cooperation.

When people use “I” statements, they are stating clearly what they need in a non-blaming way that does not put someone else down. Remember, the children can’t make you angry – you make yourself angry!

If at first you don’t succeed… Repeat over and over again in an assertive way what you need from the children. Don’t let the children distract you by changing the topic. For example:

Agnes, I need your cooperation, please sit down and listen.

But Umberto’s not sitting!

I am not talking about Umberto, I am talking about you and I need you to sit down and be quiet.

Being assertive does not always get the results you want, but assertiveness allows you to keep your self respect while respecting others at the same time. Assertiveness is good role modelling.

OTHER STRATEGIES

DIVERSION

When working with a young child, sometimes the only thing that works is offering the child a new alternative. For example:

Pradeena, I can tell you are having a hard time sitting still. Maybe you would like to tell Egbert a story.

In this manner, you can hopefully divert or distract the child from some unacceptable behaviour by offering an acceptable alternative. When diversion does not work you may want to use a natural consequence.

NATURAL CONSEQUENCES

Natural consequences are not a punishment, but rather a natural follow-up to an action. For example, if Darren hits another child in the Reading Circle, he will be asked to leave. If Darren tears up a book, he will not be allowed to handle the books. It should be made clear to Darren that he chooses how he acts, and that he is responsible for his behaviour. Having the children make up a list of rules as a group will give them ownership and will make it clear that some types of behaviour are not acceptable. It may sometimes be helpful to discuss the consequences of an action with the group.

For instance:

Darren hit Matilda, and it really hurt. I am wondering how we should deal with this. Do any of you have a fair suggestion?

We believe in books. Somehow we want to make childhood better, and we believe that a book given at the right moment can work magic in a child’s life.
- Ann Schlee

Appendix ‘A’

Some games and activities for Reading Circles

(Note: Some of these can be adapted for one-to-one situations.)

RHYMES AND SONGS (PRE-SCHOOL)

Purpose:
To develop language skills, rhythm, prediction, physical coordination.

Materials:
A few popular rhymes or songs

How to participate:

1. Choose a few simple rhymes that have actions to accompany them.
2. Ask children to gather around.
3. Start with a popular rhyme. Tell the rhyme, with accompanying hand and body movements. Then tell it again and encourage the children to participate. This is a chance for you and the children to be playful – your enthusiasm will be contagious.

   Examples:

   Twinkle, Twinkle, Little Star

   Eensy Weency Spider
   (went up the water spout)

   The Wheels On the Bus
   (go ’round and ’round)

   Head and Shoulders,
   Knees & Toes

   I’m A Little Teapot

   A, B, C Song

4. Let the children respond at their own pace. Some prefer to just watch and listen.
5. Encourage parents and other adults to join in the songs and rhymes. Adults will learn by participating, and will model participation.

NOTE: You may only know one or two rhymes. This is a great start! Ask each child and parent, in turn, to request a song or rhyme. A few children will choose to lead the rhyme or song, others will just make a request.

PICTURE BINGO (AGES 3-5)

Purpose:
To help children practice skills of sorting and matching. To teach the concept of a game.

Making Your Picture Bingo Game:
You will need to create your own bingo cards, and set of matching pictures. Children will enjoy helping you to make this game.

1. Pick up some copies of a flyer or magazine or make photocopies.
2. Choose pictures of items that pre-schoolers will be able to recognize and name. (eg: ball, cup, dog, cat, car, apple)
3. Cut out sets of each picture. Keep one of each picture for your master set.
4. Create enough square “bingo cards” for each child to have one. Make them three squares by three squares to start. Paste one of your fifteen pictures to each of the nine squares. Make each card different.
5. Paste each remaining picture to an individual square of cardboard. This will be your master set. Put these in a cloth bag or an envelope.
6. Gather squares of paper or other markers.

Playing Picture Bingo:

1. Give each child a picture bingo card.
2. The bingo caller draws a picture from the master set, shows the picture to the children and asks, “Who has a picture of a ball?” Help the children to identify the matches.
3. The children put a marker on the corresponding pictures on their bingo card.
4. The first child to complete a line of three shouts “BINGO.” Or go for the whole card, depending on interest and attention span.

For this age group, the fun is in the play, not in the competition.

CATEGORIES (AGES 10+)

Purpose:

This activity allows the children to make associations with letters, words, and subject categories.

Materials:
paper, pens, box, clock

How to participate:

1. Prepare a grid that has 6 rows, and 6 columns.
2. Ask the children to write words that have 5 different letters (ie. PLANT, BREAD, SPRIG) on pieces of paper. Collect the papers and put them in a box.
3. Ask the children as a group to think of five categories, or themes. (eg: animals, toys, jobs, singers, actors, sports, fruit, countries, cities)
4. On the grid, in the first column (vertical), each child leaves the first space blank, and writes in the suggested categories in each box, for the 5 boxes.
5. Choose one of the papers with a 5 letter word. Read it aloud to the children.
6. Ask each child to write the word on the grid, in the first row (horizontal), leaving the first space blank. There should be one letter in each box. (eg: B-R-E-A-D)
7. Start the clock, giving the players a set time (eg: 5 minutes) to think of a word for each box. (a word for each category that begins with the letter on the top row).
8. After the time is up, ask the children to read the words they thought of out loud, saying the letter the word begins with.
9. This activity can be done individually or in small groups.

Example:

JIGSAW SENTENCES (AGES 10+)

Purpose:
This activity reinforces vocabulary by reading words in isolation (taken from context) and builds sentence structure skills.

Materials:
paper, markers, scissors

Instructions:

• Write sentences which the student has dictated to you in a story or construct sentences which contain “problem words” for the student or sentences using vocabulary to be reviewed or reinforced.
• Cut the sentences into individual words and place them on the table in random order.
• Have the child put the words in the correct order.
• Make the sentences easy or difficult depending on the reading and writing levels of the child.
• (For long sentences, group some words together.)
• Keep sentence pieces in an envelope for future use.
• Provide assistance where needed.
• If necessary, give hints like:

Sentences begin with capital letters.

Sentences end with periods, exclamation points or question marks.

SCAVENGER HUNT (AGES 9-14)

Purpose:
This activity helps children to make an association between words and sentences.

Materials:
three sentences on different coloured pieces of paper word cards

How to participate:

1. Write three short sentences with the same number of words per sentence, putting each sentence on a different colour of paper. (Example: Reading / can / be / lots /of / fun)
2. Prepare three sets of word cards corresponding with the coloured paper that the sentences are on, with one word per card for each of the sentences.
3. Hide the words cards around the room.
4. Divide the children into three groups; name each group a colour that corresponds with one of your three different colours of paper.
5. Each group must find all of the words for their group’s colour and form a sentence using the word cards. Tell them how many word cards are hidden.

Note: You can make the game more or less difficult depending on the children’s abilities. For younger children, scramble an easy sentence, and tell them the sentence first. For older children, you can hide the papers in difficult spots and give them a list of clues that suggest the location of the words.

WORD BINGO (AGES 8 AND UP)

Purpose:
This game helps children to become familiar with the titles of children’s books, and the names of the authors by reading and recognizing the words. Children also help to create the bingo game.

Materials:
grids (five rows by five columns), pens

How to participate:

1. Create a grid that has 5 rows and 5 columns, with a FREE space in the middle.
2. Copy and give each child a list with 45 to 50 names of children’s authors, or book titles. (You can also use a theme as a way of selecting the words.)
3. Allow the children to fill in their spaces on the Bingo grid by copying words from the list randomly. Make sure they don’t all do this in the same order!
4. A caller randomly reads out the words from the list, keeping track of the words called.
5. When someone has all the words in a row vertically, horizontally, or diagonally completed, they shout “Bingo!”
6. Have the children read back the words that make the Bingo, check the card for accuracy.

BOOK MAKING/STORY WRITING (ALL AGES)

Purpose:
This activity allows children the opportunity use their imaginations to create and develop their own stories.

Materials:
paper, pens, lots of crayons

How to participate:

1. Using blank paper, have the children write a few sentences per page and illustrate each page.
2. The book can be stapled in the corner, or tied with string along the side.
3. To get the children started, try giving them a first line such as:
   Once upon a time there were two…
4. You might use this activity for the last fifteen minutes of your Reading Circle. Have the children print their names on each page of the book, and clip the pages together before they are collected. Each week, they can work on the next page of their book.

Note: You might try encouraging children to create an alphabet book. Instead of drawing and colouring, they can cut pictures out of catalogues. For children ages 4 to 6, you can prepare books in advance such as simple alphabet books, where only the letters are provided, and children can cut and paste items that start with each letter.

ALPHABET SOUP (AGES 9-14)</h2

Purpose
This game allows you and the children to review vocabulary, practice pronunciation, practice using a dictionary, build vocabulary and practice spelling.

Materials:
paper with the letters of the alphabet written on it

How to participate:

1. Select a theme (eg: animals, countries, flowers, plants)
2. Use the alphabet to identify 26 animals (one for every letter).
3. Fill in the entire alphabet sheet. Use a dictionary.
4. Fill in as many words as possible.

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MORE SUGGESTIONS

SCRABBLE. You can give the children the first word to get them started by putting the word on a big piece of paper, or on a blackboard. In teams or as a large group the children can think of words that can expand on and join the first word. You can also use the board game.

PEN PALS. The children can be pen pals with the other children at the Reading Circle, or with children from other Reading Circles or other schools in Canada, All you need is an address and enthusiastic children.

TELEGRAMS. A telegram is a coded message. You can give the children a list with each letter of the alphabet having a different code. (For example: The letter “A” can be represented by an apple, etc.) Have the children write a sentence or two in code, and have them exchange their sentences with the other children to decode.

ADDRESS BOOK. The children can make their own address books, listing emergency numbers in the front, and other addresses and phone numbers in alphabetical order.

POST CARDS. The children can make post cards with an illustration on the front and a message on the back. They can send them to parents, friends, or relatives.

NEWSPAPER FIND. The children are given a section of a newspaper and are asked to find listed items, words, or headlines. The children can compete in teams.

CONCENTRATION. Make up a duplicate set of word cards. Mix up the cards. Have the children place them face down. The idea is to find the matching words and put them into piles, so they are left with many pairs of words.

STORY WEB. A group of children can make up their own stories. Have them sit in a circle with one person beginning the story. Give that child a ball of yarn. They can choose anyone in the circle to continue with the story, by throwing them the ball of yarn. Be sure to hold on to a piece of the yarn when you pass it. As the story continues the web will grow.

MAKE BOOKMARKS.

Appendix ‘B’

A selection of useful books and resources

Butler, Dorothy. Babies Need Books. Penguin Books, 1987
ISBN: 0-14-02-2434-3
This is a warm and engaging book about the importance of books and reading from birth.

Butler, Dorothy. Cushla and her Books. Penguin Books, 1975
ISBN: 0-14-02-2434-3
This is a fascinating diary of the role of parents, books and learning in the life of a child who is born with developmental handicaps.

Dryden, Ken. In School. Toronto. McLelland & Stewart, 1995
ISBN: 0-7710-2868-7

Ken Dryden spent a year in the classrooms of a public high school in Mississauga, Ontario. Ken looks at the personal issues of students and teachers, and by doing so, humanizes education discussions.

Fields, Dr. Marjorie. Literacy Begins At Birth. Fisher Books, 1989
ISBN: 1-55561-014-5
Describes the learning process of written and oral language of early childhood. Organized by stages of child development: infants, toddlers, pre-schoolers and primary grade children.

Graves, Ruth. The RIF Guide to Encouraging Young Readers. Doubleday, 1987
ISBN: 0-385-23632-8

Hundreds of child-tested activities designed to engage children from babies to eleven-year olds in the fun of words and reading.

Gross, Jacquelyn. Make Your Child A Lifelong Reader. Jeremy P. Tarcher, Inc., 1986
ISBN: 0-87477-368-7
This book is full of information on how to cultivate the reading habit in children.

Hart-Hewins, Linda. Real Books for Reading. Pembroke Publishers, 1990
ISBN: 0-921217-55-2

A guide to using children’s books to nurture a love of reading and language for 3 to 8 year olds. Great ideas for sharing and exploring books with children.

Hearne, Betsy. Choosing Books for Children. Bantam, Doubleday, Dell, 1990
ISBN: 0-385-30108-1
Precise information on how to choose appropriate books for children at all stages of development. A useful introductory reference book. Good book lists.

Kaye, Peggy. Games for Reading. Pantheon Books, 1984
ISBN: 0-394-72149-7

Tons of fun, interesting and easy to make and play games. Highly recommended for parents and tutors of children.

Kimmel, Margaret, and Elizabeth Segal. For Reading Out Loud: A Guide to Sharing Books with Children. Delacorte, 1988
ISBN: 0-440-50400-7
This book begins with fifty pages of tips on reading aloud with children of different ages. It is accompanied by a list of 300 recommended children’s books.

Kropp, Paul. The Reading Solution. Random House, 1993
ISBN: 0-394-22266-0

Full of excellent advice for parents. Includes advice on helping reluctant or bored readers. Good reading games, books for teens and computer games.

Kropp, Paul. The School Solution. Random House, 1995
ISBN: 0-394-22412-4
Highly recommended for parents. Contains a helpful question and answer section detailing some of the concerns parents frequently raise with teachers and principals.

Laminack, Lester L. Volunteers Working With Young Readers. National Council For Teachers of English, 1998
ISBN: 0-8141-3410-6

An excellent guide for anyone who is, or will be helping children to develop as readers. Beginning with an overview of the reading process, Laminack moves quickly into addressing key concerns such as your first day as a volunteer, the kinds of books you might use, and how you would work with your reading partner.

Landsberg, Michele. Michele Landsberg’s Guide to Children’s Books. Penguin, 1986
ISBN: 0-14-012073-4
An insightful discussion about children’s books. Michele examines the themes and morals of various books. The introduction is especially good. Also has a list of recommended children’s books.

Martz, Larry. Making Schools Better. Random House, 1992
ISBN: 0-8129-1939-4

Examines successful school programs that involve parents and other volunteers.

McCallum, George. 101 Word Games. Oxford University Press, 1980
ISBN: 0-19-502742-6
A great resource for teachers of young adults and learners of English as a Second Language.

McLane, Joan Brooks, McNamee, Gillian Dowley. Early Literacy. Harvard University Press, 1990
ISBN: 0-674-22165-6

Discusses early literacy from a holistic viewpoint. A clear and useful book on reading theory.

Morrow, Lesley Mandel. Family Literacy. International Reading Association, 1995
ISBN: 0-87207-127-8
A comprehensive volume of family literacy programs and practices.

Trelease, Jim. The Read-Aloud Handbook. Penguin, 1982
ISBN: 0-14-046-534-0

What to read to children, techniques for reading with children, and a treasury of more than 300 read-aloud favourites.

Wason-Ellam, Linda. Start With A Story. Heinemann Educational Books, 1991
ISBN: 0-921217-62-5
Full of strategies and activities to make literature come alive. Good tips for reading activities and step-by-step instructions for crafts such as book-making.

Winn, Marie. The Plug-In Drug. Penguin Books, 1985
ISBN: 0-670-80378-2

This book examines the impact of television on the hearts and minds of children. How does television affect literacy?

Winn, Marie. Unplugging the Plug-In Drug. Penguin Books, 1987.
ISBN: 0-14-008895-4
This sequel to the above book looks at strategies parents and care-givers can use to promote more reading and less television.

Also for toddlers and pre-schoolers:

Allison, Christine. I’ll Tell You A Story, I’ll Sing You A Song

Barton, Bob. Mother Goose Goes to School

MacDonald, Margaret Read. The Parent’s Guide to Storytelling

Pellowski, Anne. The Story Vine

Poulsson, Emilie. Finger Plays

Williams, Sarah. Round and Round the Garden

Wood, Donia. Move, Sing, Listen, Play

C.D.s/Cassettes

Reid-Naiman, Kathy. Tickles and Tunes

Reid-Naiman, Kathy. More Tickles and Tunes

Outstanding collections of songs, rhymes, knee bounces, finger plays and singing games for babies, toddlers and young children. So good that adults can listen to them repeatedly. And children love them. Order through Merriweather Records, 109 Crawford Rose Dr., Aurora, ON L4G 4S1