Quote of the Day Archives
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Author |
Quote |
Source |
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Armbruster, Bonnie B.,
Lehr, Fran,
and
Osborn, Jean
|
“Our understanding of ‘what works’ in reading is dynamic and fluid, subject to
ongoing review and assessment through quality research…. We encourage all
teachers to explore the research, open their minds to changes in their instructional
practice, and take up the challenge of helping all children become successful
readers.” |
Put Reading First: The Research Building Blocks for Teaching Children to Read, 2003, p. iii |
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Berger, John
|
“When we read a story, we inhabit it. The covers of the book are like a roof and four walls. What is to happen next will take place within the four walls of the story. And this is possible because the story's voice makes everything its own.” |
“Ev’ry Time We Say Goodbye”
in Expressen, (Stockholm, Nov 3, 1990)
reprinted in Keeping a Rendezvous, 1992
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Billmeyer, Rachel
and
Barton, Mary Lee
|
“Teaching reading in the content area is not so much about teaching students basic reading skills as it is about teaching students how to use reading as a tool for thinking and learning.” |
Teaching Reading in the Content Areas:
If Not Me Then Who?, 1998, p. 1 |
|
Calkins,
Lucy McCormick |
“…I cannot imagine anything in all the world more important that helping kids live lives in which reading and writing matter. I want children to collect, trade, talk over, and live by books.” |
The Art of Teaching Reading, 2001, p. 8 |
|
Calkins,
Lucy McCormick |
“Teaching reading, then, begins with helping children to want the life of a reader and to envision that life for themselves. . . . Learners are willing and able to work on the particular parts of becoming stronger readers because they see the big picture of a literate life, they value it, and they consider this life as doable and worth doing.” |
The Art of Teaching Reading, 2001, p. 9 |
|
Clay,
Marie M. |
“...reading is a message-getting, problem-solving activity which increases in power and flexibility the more it is practised.” |
Becoming Literate: The Construction of Inner Control, 1991, p. 6 |
|
Dickens,
Charles |
“No one who can read, ever looks at a book, even unopened on a shelf, like one who cannot.” |
Our Mutual Friend,
1865, p. 18 |
|
Disney,
Walt |
“There is more treasure in books than in all the pirate’s
loot on Treasure Island and at the bottom of the Spanish Main. . .and best of all, you can enjoy these riches every day of your life.” |
as quoted in Peter’s Quotations: Ideas for Our Times, 1977, p. 77
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Flesch, Rudolf
and
Lass, A. H. |
“You can’t build a vocabulary without reading. You can’t make friends if you never meet anybody, but stay with yourself all of the time. In the same way, you can’t build up a vocabulary if you never meet any new words. And to meet them, you must read. The more you read, the better. A book a week is good, a book every other day is better, a book a day is still better. There is no upper limit. Keep on reading. Keep on meeting unfamiliar words on printed pages. Keep on getting acquainted with the faces of words.” |
The Classic Guide to Better Writing, 1996, p. 105 |
|
Gambrell,
Linda B. |
“I have long been convinced that the central and most important goal of reading instruction is to foster the love of reading.” |
Creating Classroom Cultures
that Foster Reading Motivation, The Reading Teacher, 1996, 50(1), 14-25 |
|
Gambrell,
Linda B. |
“…classroom cultures that foster reading motivation are characterized by a teacher who is reading, a book-rich classroom environment, opportunities for choice, familiarity with books, social interactions about books, and literacy-related incentives that reflect the value of reading.” |
Creating Classroom Cultures
that Foster Reading Motivation, The Reading Teacher, 1996, 50(1), 20 |
|
Harvey, Stephanie
and
Goudvis, Anne |
“If we connect to a book, we usually can’t put it down. Good readers make connections between the text they read and their own lives.” |
Strategies That Work: Teaching Comprehension to Enhance Understanding, 2000, pp. 3-4 |
|
Jefferson,
Thomas |
“I cannot live without books. . . ” |
Thomas Jefferson to John Adams, June 10, 1815. Cappon, Lester J. (Ed.). (1987). The Adams-
Jefferson Letters. Chapel Hill: University
of North Carolina Press, p. 443
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|
Holmes,
Oliver Wendell |
“A word is not a crystal, transparent and unchanged, it is the skin of a living thought and may vary greatly in color and content according to the circumstances and the time in which it is used.” |
Towne v. Eisner, 1918, 245 U.S. 425 |
|
Keene, Ellin Oliver
and
Zimmerman, Susan
|
“… it’s the purpose for the reading, along with personal beliefs, experiences, prior knowledge, and knowledge of the audience that govern our decisions about what is important in any given text.” |
Mosiac of Thought,
1997, p. 92 |
|
Moats,
Louisa C. |
“Effective teachers will recognize where their students are in reading and writing development and will tailor instruction accordingly.” |
Teaching is Rocket Science: What
Expert Teachers of Reading Should
Know and Be Able To Do, 1999, p. 16 |
|
Moats,
Louisa C. |
“Expert teachers will have the knowledge, strategies, and materials to judge what to do with particular children, not on the basis of ideology, but on the basis of observation, logic, knowledge of child development, knowledge of content, and evidence for what works.” |
Teaching is Rocket Science: What
Expert Teachers of Reading Should
Know and Be Able To Do, 1999, p. 17 |
|
| National Education Association |
“There is no one way to teach reading that is effective for all students. The teacher is the key to successful reading. Teachers should receive a sound preservice education as well as ongoing, relevant professional development in order to implement complete reading programs that address the full spectrum of reading skills and diverse student needs. Teachers should be supported by parents, skilled education support professionals, communities that value and promote reading, and policies that provide adequate resources and allow them to use their expertise.” |
|
|
National Institute of
Child Health
and
Human Development |
“The goal of reading strategy instruction, in general, is to teach readers to become independent, active readers who use strategies that enhance their comprehension. One strategy that achieves this goal is question generation in which the reader learns to pose and answer questions about what is being read.” |
Report of the National Reading Panel.
Teaching Children to Read: An
Evidence-based Assessment of
the Scientific Research Literature
on Reading and its Implications
for Reading Instruction: Reports
of the Subgroup, 2000, p. 4-96 |
|
Skinner,
B. F. |
“We shouldn't teach great books; we should teach a love of reading.” |
quoted in R. I. Evans' B. F. Skinner: The Man and His Ideas, 1968, p. 73 |
|
Suess,
Dr. |
“The more that you read, the more things you will know. The more you learn, the more places you'll go.” |
I Can Read With My Eyes Shut!, 1978, p. 27 |
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Torgesen,
Joseph K. |
“To obtain a complete picture of overall reading development, it is important to observe the way that the child integrates all sources of information about words in text, and this can be estimated only by carefully observing children as they read connected passages.” |
Catch Them Before They Fall, American Educator, Spring/Summer, 1998, p. 39 |
|
Tovani,
Chris |
“Good readers know that in order to understand a text more deeply they must collaborate with the author, searching for clues as they read and combining textual information with their background knowledge.” |
I Read It, But I Don't Get It:
Comprehension Strategies for Adolescent Readers, 2000, p. 98 |
|
Twain,
Mark |
“When I am king, they shall not have bread and shelter only, but also teachings out of books; for a full belly is little worth where the mind is starved . . . .” |
The Prince and the Pauper, 1882, p. 18 |
|
Vacca,
Richard T. |
“...English/language arts teachers and reading specialists cannot go it alone. The responsibility for teaching reading is a shared one, belonging to all teachers in all subjects.” |
Making a Difference in Adolescents’ School Lives: Visible and Invisible Aspects of Content Area Reading. In Alan E. Farstrup and S. Jay Samuels, (Eds.), What Research Has to Say About Reading Instruction (3rd ed.), p. 187 |
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