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The classic million-copy bestselling handbook on reading aloud to children—revised and updated
Recommended by "Dear Abby" upon its first publication in 1982, millions of parents and educators have turned to Jim Trelease’s beloved classic for more than three decades to help countless children become avid readers through awakening their imaginations and improving their language skills. It has also been a staple in schools of education for new teachers. This updated edition of The Read-Aloud Handbook discusses the benefits, the rewards, and the importance of reading aloud to children of a new generation. Supported by delightful anecdotes as well as the latest research (including the good and bad news on digital learning), The Read-Aloud Handbook offers proven techniques and strategies for helping children discover the pleasures of reading and setting them on the road to becoming lifelong readers.
- Sales Rank: #5221 in Books
- Brand: Penguin Group
- Published on: 2013-06-25
- Released on: 2013-06-25
- Original language: English
- Number of items: 1
- Dimensions: 8.96" h x 1.09" w x 5.92" l, .80 pounds
- Binding: Paperback
- 350 pages
- The Read Aloud Handbook - Paperback
Review
"This book is about more than reading aloud. It's about time that parents, teachers, and children spend together in a loving, sharing way."—The Washington Post
“As I read this treasure of a book, I became more and more fascinated with its contents…I give it my unqualified recommendation.”—“Dear Abby”
“Reading aloud is a joyous experience for child and for parent. The Read-Aloud Handbook offers useful hints as to why the experience is so mutually rewarding and how to make it work.”—Arthur Schlesinger
"The Read-Aloud Handbook promises to give parents, teachers, and all others who care about children, reading, and the pursuit of happiness new inspiration."—The Denver Post
“Fresh, vital, and inspirational…bravo for Trelease! I urge everyone who cares about literacy—and that should include people without children—to read this book.”—Los Angeles Herald Examiner
About the Author
Jim Trelease is a frequently cited author who has spent thirty years addressing parents, teachers, and librarians on the subjects of children, literature, and the challenges of multimedia to print. His other books include Hey! Listen to This, for grades K–4, and Read All About It! for preteens and teens. He lives in Enfield, Connecticut.
Excerpt. © Reprinted by permission. All rights reserved.
Introduction
The central task of education is to implant a will and facility for learning; it should produce not learned but learning people. The truly human society is a learning society, where grandparents, parents, and children are students together. —Eric Hoffer
In the thirty years since the first edition of this book, much has changed in the world and in American education. And so, too, this book has evolved.
Back in 1982 when the first edition appeared, there was no Internet or email, no cell phones, DVD players, iTunes, iPods, iPads, Amazon, e-books, Wi-Fi, Facebook, or Twitter. The closest thing to an “instant message” was a facial expression that exasperated mothers gave their children as a warning. “Texting” was something you did on a typewriter. The first CD player was just going on sale, Starbucks was just a coffee-bean shop in Seattle, and if you said “laptop” to people they’d have thought you were talking about a TV-dinner tray.
For all of those differences, there are some things that remain the same. In 1982, the U.S. economy was in its worst recession since the Great Depression and the nation’s business leaders were looking for someone or something to blame. Sound familiar? Since S.A.T. scores had been in a twenty-year decline (because lots of average and below-average students, and not just the rich kids, were taking the tests for the first time), the corporate executives blamed education as one of the culprits for the recession and demanded reforms and accountability at all levels—a more business-like approach. (“If our schools were more like Japanese schools, our economy would be more like theirs!”) This would open the doors to nearly three decades of testing mania and school reforms.
At practically the same time, the cost of college began a 400 percent rise, outpacing the increases in medical care and median family income. By 2011, student loans would be larger than either the nation’s credit card debt or the auto loan industry.
Which brings us to the present time. With all the new technology now in place and billions of dollars in testing accomplished, we’ve made a one point improvement in reading scores since 1971.
If you’re even half sane, you have to be asking yourself, “What in the world is wrong here?” I hope this book can answer that question, as well as what we can do about it, because surely there’s a better way than what we’ve done in the past.
For all that is wrong in education, there are still some positives. With the hundreds of distractions imposed on American children in the last 30 years—200 cable channels; most children with TV’s in their bedrooms (usually the lowest scoring students); more than half of teens are attached to cellphones most of the day; single-parents are raising one in four children, and a baby is born every sixty seconds to a teen mother. It’s a wonder the scores actually rose by one point and didn’t drop by ten or fifteen. If that is the case, then something must be working and this book will examine what really works. In fact, let’s look now at one of those “somethings.”
The Ideal (and Cheapest) Tutoring Plan
We start with the family of Susan and Tad Williams and sons, Christopher and David. Of the four hundred thousand students taking the A.C.T. exam with Christopher back in 2002, only fifty-seven had perfect scores—he was the fifty-eighth. When word got out that this kid from Russell, Kentucky (population 3,645), had scored a perfect 36, the family was besieged with questions, the most common being “What prep course did he take? Kaplan? Princeton Review?” It turned out to be a course his parents enrolled him as an infant, a free program, unlike some of the private plans that now cost up to $250 an hour.
In responding to inquiries about Christopher’s prep courses, the Williamses simply told people—including the New York Times—that he hadn’t taken any, that he did no prep work. That, of course, wasn’t completely true. His mother and father had been giving him and his younger brother free prep classes all through their childhoods, from infancy into adolescence: they read to them for thirty minutes a night, year after year, even after they learned how to read for themselves.
Theirs was a home brimming with books but no TV Guide, GameCube, or Hooked on Phonics. Even though Susan Williams was a fourth-generation teacher, she offered no home instruction in reading before the boys reached school age. She and Tad just read to them–sowed the sounds and syllables and endings and blendings of language into the love of books. Each boy easily learned to read—and loved reading, gobbled books up voraciously. Besides being a family bonding agent, reading aloud was used not as test prep as much as an “ensurance” policy—it ensured the boys would be ready for whatever came their way in school.
By 2011, David was a University of Louisville graduate working as an engineer and Christopher was pursuing his PhD in biochemistry at Duke. Sometimes Christopher’s early reading experiences surface even in the biochemistry department, like the day after a Duke basketball loss and he remarked to his lunch mates, “I guess ‘there’s no joy in Mudville’ today.” None of the other grad students grasped the reference to Ernest Thayer’s classic sports poem.
The Williams family experience didn’t surprise me at all because I was already familiar with reading aloud as a prep course. Tom Parker recommends it all the time. He’s the former admissions director for Williams College, now at Amherst College, two of the nation’s prestigious small colleges. Parker tells anxious parents who ask about improving their child’s S.A.T. scores, “The best S.A.T. preparation course in the world is to read to your children in bed when they’re little. Eventually, if that’s a wonderful experience for them, they’ll start to read themselves.” Parker told me he’s never met a student with high verbal S.A.T. scores who wasn’t a passionate reader, and nearly always they recall being read to. An A.C.T. or S.A.T. prep course can’t package that passion, but parents like Susan and Tad Williams have done it and so can you. Even parents who are illiterate or semi-literate can do it—and we’ll meet them later in the book, along with a father who read to his daughter just for fun—for 3,218 nights in a row, never missing a night.
Most helpful customer reviews
99 of 100 people found the following review helpful.
The best book I've read on creating readers....
By Learning All The Time
One and a half years ago, my kindergartener was reading at a 3rd grade level but lacked "comprehension". While he could retell basic plot elements, he appeared to lack any ability to synthesize or think about what he had read.
So I dutifully bought several comprehension workbooks and was preparing to work with him all summer. Then I stumbled across Trelease's wonderful handbook, and the light went on. What a compelling message about the importance of reading aloud to kids! What a wonderful book list! And what a beautifully simple way to transform my son into a truly comprehending reader!
All I needed to do was read to my son abundantly, ENCOURAGE discussion, rejoice and respond if he spontaneously asked questions while I was reading (THAT was a paradigm shift), and surround him with great books. I could toss out the workbooks.
My son's reading comprehension greatly improved, my children LOVE our read-aloud times - as do I - and they love to read themselves. What's not to like? This book is a wonderful resource that I have referred to repeatedly.
91 of 92 people found the following review helpful.
Inspiring and helpful
By KP3
You already believe in reading aloud and feel comfortable enough doing it... so do you really need a Read Aloud Handbook? You probably don't NEED it, but I think you'll be grateful to have this book. As both a parent of young children and as a teacher of low-income middle school students (on a break to stay at home while my kids are young), I'm getting so much from it.
The biggest lure for me was the Handbook's "Treasury" - the annotated list of great read-aloud books that makes up the last third of the Handbook. I get overwhelmed when selecting books and wanted to be able to choose from a list of reliably loveable books for my children, as well as to make sure I wasn't missing any especially good choices for my middle school students. I'm pleased with the Treasury so far, both in the quality of books described and in the range of ages represented (There are a great few pages on reading to infants in Ch. 3 and any age toddler-8th grade should find several great recommendations in the Treasury). The bulk of the books described are picture books, short novels, and longer novels (100 pages and up), but there are some recommendations for poetry and reference books as well.
The first 170 pages of the Handbook covers topics like why we should be reading aloud, suggestions for reading aloud at each stage of development from infant up, tips for Sustained Silent Reading, and good and bad news about the growing dependence on digital reading. I'm surprised at how much I enjoyed these chapters. Here's what I loved:
* Inspiring: Trelease gives more than a sales-pitch for reading aloud - he makes the love and joy of reading with children contagious. I was already "sold" on reading aloud, but feel re-energized to make read-alouds more frequent and more fun.
* Challenging: The many anecdotes of inspiring educators and parents made me think. A teacher of 3 and 4 year olds reads chapter books as well as picture books... am I right to have assumed my 3 year old can't handle hearing a chapter book yet? And a mother read to her young child at meals as long a duration as the child showed interest... where can I work in more fun reading to our days? I could go on.
* Filled with practical suggestions: Some examples: great specific book recommendations when transitioning from picture books to novels, an anecdote of a clever ipod/text program for struggling readers, what we can learn from Oprah, and of course many practical dos and don'ts while reading aloud (before, during, and after reading). Several seem common sense, but they're still helpful.
* Readable: This reads like a conversation with a knowledgeable veteran educator who has formed strong opinions after years of getting to know how kids learn. It's filled with research, but not at all dense.
I'd also recommend Pam Allyn's What to Read When. There's not too much overlap; its book recommendations are more about teaching or opening up conversations on many different topics while the suggestions in Trelease's book are more about learning to love to read. Both are helpful to me.
62 of 64 people found the following review helpful.
Fantastic update
By J.A.
I am devoted follower of the Read-Aloud Handbook, and I thought for sure Jim Trelease was officially retired, so imagine my delight when this seventh edition appeared on Amazon! To make things even better, there is tremendous amount of new material in this edition. I have read the sixth edition front to back multiple times (I even did a blog series reviewing it chapter by chapter), and I have a copy of the first edition that I found at the used bookstore, but now I think I might have to invest in copies of editions 2, 3, 4 and 5 as well! Trelease really does replace at least 40 percent of the content and significantly revise the book list. This is definitely worth ordering if you already have a previous edition.
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