Conquering Aliteracy

75
An Action Research Plan Alison Daniels University of Maryland University College Author‟s Note: This presentation was prepared for EDTP 650, section 9040, taught by Dr. Fazio.

Transcript of Conquering Aliteracy

Page 1: Conquering Aliteracy

An Action Research PlanAlison Daniels

University of Maryland University College

Author‟s Note:This presentation was prepared for EDTP 650, section 9040, taught by Dr. Fazio.

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Contents Introduction

Literature Review

Methods

Analysis

Reflection

“Teens today are reading almost in spite of school.”~ Alan Sitomer, California Teacher of the Year

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Introduction

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Aliteracy In 1987 Bernice Cullinan, former emeritus professor of reading at NYU and director of the

Critical Reading Project, coined the term aliterate.

The questions that face teachers are why has there been a rise in aliteracy and how do we fight a disease without a definitive cause.

The answer to why aliteracy has sharply risen over the last 30 years lacks a single answer.

It could be that ELA teachers, most of whom are lovers of the classics, are willfully ignorant of the possibility that the Western Canon is not beloved by all. For some neither Gatsby nor Expectations are all that Great. Approaching every student as though they are future English scholars is a mistake. Teachers should foster an environment, through modeling, books talks, and library curation, that encourages outside reading.

It could be that ELA teachers inundate students with poem, short stories, and novels they find irrelevant to their lives. Professor Donald R. Gallo of Cleveland State University addressed his own years as an aliterate student by stating, “Why was I supposed to care about a Puritan woman who got pregnant from having sex with a minister.” Of course, ELA teachers should strive to help students find the connections between themselves and Hester Prynne, but they should also strive to give students opportunities to self-select.

It could be that ELA teachers rarely give students the opportunity to explore their own reading identity. We rarely give them a choice. We rarely let them have the power. Power and choice are how we fight a disease without a definitive cause.

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Research Environment The research was conducted at a Howard County, MD Middle

School.

The ethnicity distribution mainly reflects the overall population of the county.

13% Asian

18% Black/African- American

9% Hispanic

52% White

7% of two or more races

1% Other

The socioeconomics of the area is lower than the countywide statistics.

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Participants 126 students over five 7th grade ELA classrooms were surveyed.

48 of the students surveyed are on grade level.

78 of the students surveyed are gifted and talented (G/T).

1 student has an Individualized Education Program (IEP)

44 of the students are male.

82 of the students are female.

74% of the GT students are female.

52% of the on grade students are female.

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Initial Survey Results 127 students over five 7th grade ELA classrooms were

surveyed.

50 of the students surveyed are on grade level.

77 of the students surveyed are gifted and talented (G/T).

33% of students indicated they loved reading.

50% of students indicated they did not like reading, although the reasons varied.

17% of students indicated they liked reading, but only a particular series.

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Purpose

This study seeks to explore the impact modeling, curation and

book talks have on aliteratestudents.

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Research Questions What impact will teacher modeling have on aliteracy in the

secondary ELA classroom when student interests and curiosities are considered in the curation of selections? (Make yourself and your classroom a resource)

What impact will book talks have on aliteracy in the secondary ELA classroom when student interests and curiosities guide presentation selection?

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Importance of Study

This study will help me determine the effectiveness of introducing contemporary middle grade and young adult literature into the middle school classroom using book talks, modeling, and careful curation.

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Definition of Terms Aliterate ~ A person who can read, but chooses not to read.

Book talk ~ An oral presentation designed to convince or interest someone in reading a particular book.

Curation ~ The act of organizing, maintaining, and presenting a collection of works, in this case books.

Modeling ~ The teacher provides a clear example of a skill, strategy, or behavior.

Reluctant and Non-readers ~ Individuals who show little or no interest in reading.

Middle Grade Literature ~ “works in a wide variety of genres and forms, including multimedia formats, with topics relevant to the interests and needs of young people in” late elementary, middle, and early high school (ALAN Review Mission Statement, n.d.).

Young Adult Literature (YAL) ~ “works in a wide variety of genres and forms, including multimedia formats, with topics relevant to the interests and needs of young people in middle and high school” (ALAN Mission Statement, n.d.).

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To Read of Not to Read:A Question of National Consequence

By National Endowment for the Arts, 2007

Percentage of Students Reading for Fun

pp = percentage pointsSource: U.S. Department of Education, National Center for Education Statistics

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Literature Review

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The Look of Classic Young Adult LiteratureBy Alan Brown and Joan Mitchell

In the Winter 2014 issue of the ALAN Review Professors Alan Brown and Joan Mitchell (2014) of Wake Forest University consider the current scholarly discussions on the need for YAL in the English curriculum. They find there is a “sense of urgency” in the need to incorporate the likes of John Green, Chris Crutcher, Laurie Halse Anderson, Stephen Chbosky, and Lauren Myracle into the classroom and “that failing to introduce students to YAL may have dire consequences for their future reading habits” (p. 6). They gathered nine teacher educators to describe the impact of young adult authors on secondary students. The article presents the argument that including these authors in the curriculum and the classroom communicate to students that their lives, their reality, and their interests matter. The author goes further and declares that young adult literature has proven itself to be literature of quality and has earned its place in the classroom.

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Text Complexity and “Comparable Literary Merit” in Young Adult Literature

By sj Miller

Miller‟s (2014) primary concerns rests with the lack of respect granted to student responses on the AP Test which make mention of young adult literature. She believes the failure of the Common Core State Standards (CCSS) to make mention of young adult literature on their list of Exemplar Texts is the reason. Miller states that despite research making a strong case for the inclusion of YAL in the classroom it has been almost entirely excluded from the CCSS list of “Exemplar Texts” (Miller, 2014). Mark Zusak‟s Book Thief, which is found in both the fiction and young adult sections of bookstores, is the lone exception. As a result, YAL finds itself mainly relegated to book groups, literature circle, and independent reading. Miller encourages classroom teachers to free themselves from the notion that venerated, or classic, texts are superior. She compares the exclusion of young adult literature from the CCSS and curriculums to the same normative values that suppress diversity. Miller‟s main concern is that teachers, classrooms, and schools focus on the needs of students. The needs of students based on current research is they “greatly benefit from reading YAL in an outside of the classroom” (p. 50). These reasons are why she believes teachers cannot simply accept the current ideas of what constitutes literary merit.

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What Johnny Likes to ReadBy Jo Worthy, Megan Moorman, & Margo Turner

According to What Johnny Likes to Read is Hard to Find in School by Worthy, Moorman, & Turner (1999) there is a growing gap between what students want to or would read and what teachers and school present to them. They suggest that engaging student interests encourages reading as a habit and prompts students to tackle more difficult and rigorous texts. The article authors further assert that teachers must provide students ample opportunity to read what they wish. In their view it is not enough to promote the books; teachers must integrate YAL into the curriculum and make it an active part of classroom instruction. Here the key to habitual reading and self-selected rigor rests with teachers and school systems acknowledging the value and worth in popular middle grade and young adult fiction.

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Study Links Drop in Test Scores to a Decline in Time Spent Reading

By Motoko Rich

Rich (2007) addresses two issues in his article. The first is that despite the runaway success of some novels statistics show that Americans are reading less. The second issue is that with these declining reading rates test scores in middle and high school students have begun to drop. The article uses data compiled by the Education and Labor Department and analyzed by the National Endowment for the Arts. The data shows that elementary reading rates have held steady and this is reflected in their test scores. However, the decline begins at the middle school level and continues to drop into college. This trend reflects the decline in reading rates among those same groups. The article includes a dissenting position, which proclaims that there is no current reading crisis. While another offered opinions declares the studies by the government have discounted the Internet reading, but also cautions that solutions to the issues uncovered in the analysis are not simple.

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How Classics Create an Aliterate SocietyBy Donald R. Gallo

Here the cause of aliteracy is attributed to the ELA classroom presenting students with characters and books that fail to engage and lack relevancy to their lives. Gallo suggests the students failure to connect to the presented material is a direct result of irrelevancy. Western canonical characters, like Hester Prynne, support his argument as he asks how they relate to the life of a teenager. A student‟s inability to relate means they rely on the teacher to relay meaning and importance. Here is the suggestion that in addition to finding no pleasure in the reading of these texts the students also derive no meaning. Gallo suggests secondary students are not unwilling to engage these texts, but lack the maturity to properly engage and in this way ELA and reading become equated with negative experiences. These negative experiences squash the desire to read and based on this literature breeds aliteracy. For Gallo, aliteracy results because “the love of reading” is not an explicit curricular goal (2001, p. 35). Ramsey picks up where Gallo ends and constructs a different truth about aliteracy.

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Hell‟s Bibliophiles: The Fifth Way of Looking at an Aliterate

By John J. Ramsey

Ramsey challenges a view of aliterate students, which promotes the idea that they are lazy or deviant. He believes the important questions to as ask about aliterate students are why they dislike reading and are they suffering because the texts they are assigned outmatch their skill level. The texts students are given force them to struggle and contributes to a sense of inadequacy. Here the blame for aliteracy is in how students are taught to read or for what they are asked to mine from the texts – plot, character, theme, etc. Ramsey suggests student should be taught to “strip [texts] for ideas and values” not the rote memorization of basic literary elements (2002, p. 54). Students are aliterate not because they choose to be, but because they way they are taught has fostered a bad attitude about books and reading. Bushman considers the subject and like Gallo places the blame for aliteracy on text selection.

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Young Adult Literature in the Classroom or is It?By John Bushman

Bushman‟s (1997) survey reveals that while some students enjoy reading the classic canonical texts presented in class when given the choice of self-selection contemporary works are a common, but not homogenous choice. Armed with this knowledge he turns to another revelation from his survey, which is the rapid decrease in outside reading as the students age. Bushman (1997) believes since teachers have not been explicitly tasked with “making young people lifelong readers” they feel successful in their jobs if they manage to “pass along a cultural/literacy heritage” which focuses on classic works of literature (Bushman, 1997, p.6). As a result, student leave school as alliterates, a term coined in 1987 by Bernice Cullinan, which denotes those that can read, but choose not to read. Bushman‟s asserts it is necessary to introduce students to texts they will read once their formal education is over rather than just what teachers believe they should read.

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What the Literature Lacks

All of the articles successfully identify how classroom and curricular choices foster aliteracy, but none of the authors seems willing to place any blame on the students. Could it be that the students have been wholly acted upon when it comes to aliterate behavior? When students enjoy reading classrooms and the systems of education along with the student is praised. Why is the opposite not true. There seems little doubt that a growing schism between what students are assigned to read and what students want to read is growing. It is also true that the ELA curriculum needs an infusions of the contemporary. However, none of the literature addresses the possibility of choice. The idea that some students really just do not want to read. Is this a possibility?

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Methods

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Materials Reading Interest Inventory

Selected works of Middle Grade and Young Adult Literature

Book Talks

Book Talk Inventory

Class Discussions

Journal Prompts

Monday Book Bunch

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Procedures

Pilot Study

9 weeks

1 participant

Data collected via inventories and one-on-one discussions

Conducted small scale literature circle and two book talks

Successfully paired student books that matched his interests.

Current Study

12 weeks

127 participants

Data collected via inventories, class discussion, journal prompts, and optional meetings

Curated classroom library, conducted regular book talks, and established regular book meetings

Successful paired students with books that matched their interests, increased attendance at book meetings, and a measured change between initial and final Reading Interest Inventory.

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Step 1:Build rapport with students.

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Step 2:Ascertain students reading habits and interests using the

Reading Interest Inventory.

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Step 3:Analyze collected data paying special attention to the

interests of reluctant and non readers and the mention of popular series by students who indicate reading is a

favorite hobby.

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In Their Own Words“I don‟t like the books we read. There just aren‟t any good books.”

“I don‟t like Tom Sawyer. That‟s what books are. That‟s why I don‟t read.”

“I feel like I‟m always forced to read, so it‟s always boring. I would like it if I picked out the book I want to read.

“I honestly don‟t like reading because I think it‟s boring and I would rather do something else other than reading in my spare time.”

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In Their Own Words

“I love to read. I think it is really fun and interesting.”

“I like to read, but I read so fast that I‟m done wit the series and have to wait for a whole year for the next one. I need more to read.”

“I love it. I read constantly and quickly. It‟s so cool to get immersed in a book. To become part of it. It‟s my favorite thing to do.”

“Reading is the best thing ever!”

“If I could find a book that can hold my interest I would read it, but not many books can.”

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Step 4:Using collected data to curate fiction and informational

selections for a classroom library and book talks.

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Step 5:Teacher models love of reading by keeping a small selection of books on or near desk, shares likes and dislikes with students,

and encourages recommendations.

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Teacher-to-StudentI make sure my desk and the area

around me is littered with books. The students stop on their way into and

out of the classroom to see what‟s on display. I change the stacks. I rotate

what‟s on top.

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Student-to-Teacher“Ms. Daniels, have you read The

Goddess Test series?”

“I haven‟t. Should I?”

“Oh my gosh, you have to read it. It‟s so good!”

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Reluctant Reader - Successful Pairing

“I don‟t like Tom Sawyer. That‟s what books are. That‟s why I don‟t read.”

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Step 6:Conduct thematic book talks with students.

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Step 7:Allow students to “check-out” books from classroom library.

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Reluctant Reader - Successful Pairing

“I‟m not interested in what you make us read, so it makes me not interested in reading.”

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Step 8:Create waiting lists for popular selections.

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Step 9:Hold class discussions on reading likes, dislikes, and interests.

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What Don‟t You Like“Everything.” ~ Male, On Grade Student, Age 12

“Tiny words. I have trouble picturing the images of oldy [sic] times in my head.” ~ Female, On Grade Student, Age 13

“Every single thing.” ~ Male, G/T Student, Age 13

“When I‟m forced to read.” ~ Male, G/T Student, Age 13

“Sometimes the chapters are very long or I‟m forced to read a book in school that I don‟t like.” ~ Female, G/T Student, Age 13

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Step 10:Have students journal their thoughts on why independent

reading rates in middle school students are dropping.

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Step 11:Continue to ascertain student interests and curiosities to refine

classroom library and book talks.

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Step 12:Begin a regular (weekly, biweekly, monthly) lunch time book

groups for students to discuss their interests in books.

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Teacher-to-Student

Student-to-Teacher

Student-to-Student

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Step 13:Have students fill out the Reading Interest Inventory for the

second time.

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Reluctant Reader - Successful Pairing

“If I could find a book that can hold my interest I would read it, but not many books can.”

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Step 14:Compare initial statistics with new statistics.

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Step 15:Repeat all steps.

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Analysis

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Qualitative Data Collection Did the reluctant or non readers respond positively to the book talks?

Over time did the reluctant or non readers show greater interest in book talks (ie – did students request or ask when the next book talk would be held)?

Did the reluctant or non readers discover books that suited and/or captured his or her interest?

Did the reluctant or non readers self-select or request books from the classroom library?

Did the reluctant or non readers feel comfortable asking me for recommendations or for help in discovering a book they would enjoy?

Did the reluctant or non readers begin reading for pleasure?

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Yes, to all qualitative data collection questions.

Why?

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Here’s Why I used the Reading Interest Inventory as a springboard for

selection and discussion.

I presented the students with books that aligned with their initial interests.

I used the recommendations of students who enjoyed reading to curate the classroom library and book talks.

I created an atmosphere where students viewed me as a independent reading resource .

I developed a rapport with students where they felt comfortable asking me for recommendations or confiding that they had trouble finding books they enjoyed..

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Book Bunch Meetings

0

2

4

6

8

10

12

14

16

Meeting 1 Meeting 2 Meeting 3 Meeting 4 Meeting 5 Meeting 6 Meeting 7 Meeting 8

Participants

Meetings

Readers

Reluctant or Non Readers

Total Participants

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Book Bunch Attendance

Readers86%

Reluctant or Non

Readers14%

Meeting 1

Readers

Reluctant or Non Readers

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Book Bunch Attendance

Readers57%

Reluctant or Non Readers

43%

Meeting 8

Readers

Reluctant or Non Readers

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Quantitative Data Collection

Did the number of reluctant or non readers, based on initial self-identification, attending the weekly book bunch increase?

Did the number of students who indicated an interest in reading increase between the first and final issuance of the Reading Interest Inventory?

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Book Talks and Reluctant Readers

Media specialist Nancy Keane, creator and founder of Booktalks – Quick and Simple, discussed the importance of book talks with Sharon Cromwell (2007) in “‟Talking‟ Books Create a Hook.”

She explains that book talks are the equivalent of movie trailers. They are fast enough to sustain student attention and offer a cliffhanger ending to ignite interest.

Book talks expose students to a large variety of books and provide a level of personalization that is missed when staring at library shelves or browsing ebook sites.

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Yes, to both qualitative data collection questions.

Why?

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Here’s Why Book Bunch flyers were given to all students.

Book Bunch meeting dates were added to class website and mentioned in class.

Edmodo was used to create meeting reminders.

Students were encouraged to bring a friend.

Consistent use of book talks in the classroom.

New titles were added to the class library based on students interests, wait lists, and requests.

Teacher mentioned personal reading habits likes, and dislikes.

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Reading Interest Inventory Data

0

10

20

30

40

50

60

70

Read/Love Reading Don't Read/Hate Reading Only read specific series or subject

Nu

mb

er

of

Stu

de

nts

Description

Students - Initial Inventory

Students - Final Inventory

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Reading Interest Inventory Data

Read/Love Reading

33%

Don't Read/Hate

Reading50%

Only read specific series or subject

17%

Students - Initial Inventory

Read/Love Reading

Don't Read/Hate Reading

Only read specific series or subject

Read/Love Reading

42%

Don't Read/Hate

Reading36%

Only read specific series or subject

22%

Students - Final Inventory

Read/Love Reading

Don't Read/Hate Reading

Only read specific series or subject

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Reflection

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I Suspect The English Language Arts curriculum needs and infusion of the contemporary

English teachers need to teach a love of reading along with literary analysis, grammar, and writing.

Unfortunately, student control of book group reading selections has sharply declined as this extracurricular activity is now used as an extension of Howard County‟s thematic curriculum design. The reading lists, which include contemporary YAL, are preselected and developed with limited student involvement then deployed at the county level. Literature circles are too often relegated to an end of the year space filler and while the selections can and sometimes do feature contemporary selections they still lack the component of student choice. Independent reading stands alone as the last bastion of true voice and choice for students in the classroom. However, recent studies by the National Endowment for the Arts (NEA) indicate independent reading rates for secondary students is declining. Teachers may have little control over preselected book club choices and find their classroom time limited by packed curriculums and the number of days dedicated to standardized testing, but they can take steps to reach readers, especially reluctant readers by connecting them with texts that interest them.

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My ARP sought to tackle four key issues:

Teachers need to model their love of reading.

Teachers need to introduce students to books they want to read.

Teachers need to make time to bring voice and choice back into the classroom.

Teachers should encourage the readers in their classroom to share and model their love of reading.

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ReferencesAdopt books. (n.d.). Retrieved from http://cdn.themetapicture.com/media/funny-cartoon-book-reading.jpg

Brown, A. & Mtchell, J. (2014). The look of classic young adult literature. ALAN Review, 41(2), 6-14. Print.

Building Rapport with Students. (n.d.). Retrieved from http://www.tefljobsoverseas.com/teaching-tefl/wp-content/uploads/2013/09/TeacherChild-www-sde-ct-gov.jpeg

Bushman, J. H. (1997). Young adult literature in the classroom or is it?. English Journal, 86(3), 40-45. Retrieved from http://www.ncte.org/journals/ej/issues/v86-3.

Candler, L. “Laura Candler‟s file cabinet.” Lauracandler.com. Retrieved November 11, 2013, from http://www.lauracandler.com/filecabinet/index.php

Daniels, A. (2013). Conquering aliteracy with contemporary middle grade and young adult fiction [PowerPoint].

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Gallo, D. R. (2001). How classics create an alliterate society. The English Journal, 90(3), pp. 33-39. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/0903-jan01/EJ0903How.pdf

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ReferencesLiterature Circle. (n.d.). Retrieved from http://staff.esuhsd.org/danielle/english%20department%20lvillage/LitCircles/litcir.jpg

Miller, sj. (2014). Text complexity and „comparable literary merit‟ in young adult literature. ALAN Review, 41(2), 44-55. Print.

Ramsey, J. G. (2002). Hell‟s bibliophile‟s: The fifth way of looking at an alliterate. Change, pp. 51-56. Retrieved from http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=c835b256-bf14-40c1-beb4-9c47622f1ef6%40sessionmgr4001&vid=3&hid=4205

Reading Interest Survey. (n.d.). Retrieved from http://3.bp.blogspot.com/-1RtwQWwpvAs/UDj_iplJUZI/AAAAAAAADBk/UetWNQbo5FU/s640/reading+survey.PNG

Rich, M. (2007). Study links drop in test scores to a decline in time spent reading. The New York Times. Retrieved from http://www.nytimes.com

The Lightning Thief Cover. (2005). Retrieved from http://images4.wikia.nocookie.net/__cb20101023020548/olympians/images/8/87/Graphic_Novel.jpg

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ReferencesSidekicked Cover. (2013). Retrieved from http://www.johndavidanderson.org/uploads/1/6/5/8/16587938/186172.jpg?309

Student Expectations. (n.d.). Retrieved from http://3.bp.blogspot.com/-Qac2K1VW6EU/UZWdPjzwZ-I/AAAAAAAADfI/IheLqqSO4fs/s1600/Students+and+Teachers.png

Teach for America Photo. (n.d.). Retrieved from https://www.teachforamerica.org/sites/default/files/blog_welcometopassthechalk.jpg

Worthy, J., Moorman, M., & Turner, M. (1999). What Johnny likes to read is hard to find in school. Reading Research Quarterly, 34(1), pp. 12-27. Retrieved from http://jstor.org

Young boy Under Tree. (n.d.). Retrieved from http://hellogiggles.com/why-i-love-ya-in-defense-of-young-adult-literature/shutterstock_85397785

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