Book Cubbies for Carl B. Munck Elementary with Bring Me A Book, Bookelicious, Lowes, and the Palo Alto Rotary Club

Community Literacy in action—the community comes together to bring book abundance and book cubbies to the students of Carl B. Munck Elementary School in Oakland, CA. To view the full story CLICK HERE.

Oral Language Learning: A Stunning Intellectual Achievement and What It Reveals About Human Learning

 Brian Cambourne is presently a Principal Fellow at the University of Wollongong, Australia. He began teaching in 1956 at the age of 19 and spent nine years teaching in a mix of one-room schools and primary classrooms K–6 for the New South Wales Department of Education.  In his tenth year of service for this department

The Power of Reader’s Choice and Identity

In her landmark book, Cultivating Genius, Gholdy Muhammad challenges us to reconsider the heart of teaching: “It is our job as educators to not just teach the skills, but also, to teach students to know, validate, and celebrate who they are (2020).”  At the core of every reader is a sense of self-identity that encompasses

Supporting Readers

 To understand how to support readers, let’s start with the goals that we, the support team (caregivers, parents, teachers), have for our children: We want them to be life-long readers and learners who read widely, think deeply, and take a critical stance.  Why do we want this? Because it positions readers to experience success in

Pleasure Reading

Stephen Krashen received a Ph.D. in Linguistics from the University of California, Los Angeles in 1972. Krashen has published more than 550 articles and books, contributing to the fields of second-language acquisition, bilingual education, and reading. He is renowned for introducing various hypotheses related to second-language acquisition, including the acquistion-learning hypothesis, the input hypothesis, the