Alvermann, D. E., Young, J. P., Green, C., & Wisenbaker, J. M. (1999). Adolescents' perceptions and negotiations of literacy practices in after-school read and talk clubs. American Educational Research Journal, 36(2), 221-264.
Having books at varied reading levels, including complexity of words and sentence structures, gives readers of all levels books they can read independently.
Egert, F., Cordes, A. K., & Hartig, F. (2022). Can e-books foster child language? Meta-analysis on the effectiveness of e-book interventions in early childhood education and care. Educational Research Review, 37, 100472.
Raymond, A.M. (1995). Engaging young children in mathematical problem solving: Providing a context with children's literature. Contemporary Education, 66, 172-174.
Research has shown that books provide a meaningful context for learning math, helping students understand and retain concepts more deeply in Long-term Memory.
Research has shown that books provide a meaningful context for learning math, helping students understand and retain concepts more deeply in Long-term Memory.
Students' Motivation to read can increase when they choose their own books, and time to discuss questions, observations, and connections in a social environment can help build Background Knowledge, Genre Knowledge, and Vocabulary.
Singh, A., & Alexander, P. A. (2022). Audiobooks, print, and comprehension: What we know and what we need to know. Educational Psychology Review, 1-39.
Book clubs for adolescent readers can follow a workshop model, with teachers providing short lessons to scaffold discussions and later coming together as a class to reflect and share, supporting Metacognition.
Singh, A., & Alexander, P. A. (2022). Audiobooks, print, and comprehension: What we know and what we need to know. Educational Psychology Review, 1-39.
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