Readicide blog tour roundup

February 16th, 2009

Kelly Gallagher’s new book, Readicide, has just been released. Kelly just wrapped up a tour of five popular education blogs. Follow the links below to read (and hear) what others are saying about the book, Kelly’s response to questions, and the first installment of a new podcast. And you can still preview the entire text of Readicide online.

At A Year of Reading, Franki Sibberson and Mary Lee Hahn asked Kelly about his motivations for writing Readicide and his hopes for the book. “I want educators to ask themselves an important question: In the quest to raise test scores, am I damaging the long-term prospects of my students becoming lifelong readers? I hope the book generates hard talk between educators,” said Kelly, adding that the idea for the book came out of experiences with his own students and from the “horror stories” he heard from other teachers across the country.

Bill Ferriter, the voice behind The Tempered Radical blog, conducted a four-day conversation with Kelly and other educators. Listen as Kelly addresses such important issues as the role of technology in readicide and how libraries can play an important role in enticing students to read.

On The Dream Teacher blog, hosted by Cindi Rigsbee, Kelly answered questions about how to help teachers whose students are struggling with reading and what to do about kids who don’t actually read during classroom reading time.

At The Reading Zone, blogger Sarah Mulhern posted a question from a reader about how to help students love reading, but also help them do well on tests. “If you turn students into readers, they will do fine on the tests. There is a direct and strong correlation between time spent reading and performance on mandated reading tests,” Kelly responded. Read the rest of the questions and responses here:

On the final stop of the tour, blogger Donalyn Miller from The Book Whisperer posted a Q&A with Kelly covering issues ranging from the role of parents to promoting understanding without under- or over-teaching a text.

“For the most part, my students can read text, they can read at a literal level, they can Google, they can find information quickly…but if you ask them to analyze or synthesize or evaluate, they have a real hard time doing that.”

Entry Filed under: Literacy

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