> Does anyone have information on research in this regard and/or a source for > theoretical discussion of this issue that we can use in making an argument > against this move? I do not have anything in concrete research, yet my gut tells me the same thing that yours does--novel reading has important results that cannot be accomplished with short story reading alone. I am betting that perhaps there is research that shows that the reading of novels gives students greater repeated exposure to: 1. A given new vocabulary (I notice novelists tend to favor certain verbage) 2. A solid base (schema) for the reader to maintain interest and reading focus over a longer period of time. 3. The build up of reading speed, pacing, intonation, and such.
For younger readers I find these facets of reading "series" books to be strong reasons to encourage series reading (though I do little of that myself). Once readers have the schema they seem to be able to hold their interest and focus better and thus read more--plus repeated exposure to the author's favorite vocabulary heightens the opportunity for word learning. The problem I usually have is getting younger readers to try out a new series or new genre when they are too comfortable in one series. I love trilogies and such because these seem to provide the best of both worlds--repeated exposure plus a reason to move on to new reading material. If you do not find concrete research, perhaps teacher anecdotal evidence of the specific benefits of reading longer material may suffice? Let us know how this progresses, Bonita DeAmicis California, Grade 5 Technogeek _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
