Live Interactive Chat

Answers to Questions (Transcript)

IELmoderator
Greetings, IEL Chat participants. Welcome to the fifth IEL Chat of 2004, and the second Chat of the 2004-2005 academic year. Our Chat tonight is titled "From Chewing to Choosing: Bonding Books and Children." To get started, let me introduce our guest speaker, Elizabeth Hearne, who is a Professor of Library and Information Science at the University of Illinois at Urbana-Champaign.

Elizabeth Hearne
Hi, folks, glad to be here on this drizzly night. Hope we can talk about bright books and children and thoughts about both.

IELmoderator
The procedure for the live Chat session is as follows. Participants can send questions to the chat guest at any time. When you send your question, please note that it will not be visible to all chat participants. The IEL Moderator receives the question first and will post it to the whole chat group. If there's a long queue of questions, the Moderator will notify the questioner that the question was received. Then, at the next break in the discussion, the question will be posted for all to see and for our guest to answer.

Note that there will be a pause after a question is posted while the Chat guest speaker composes a response to the question. So please be patient! During these pauses, the Moderator will post occasional information about the IEL Web site. Because some Chat participants enter the Chat in the middle of the session, some of these messages may be posted more than once.

Questions will be posted in the order they're received, unless there's some obvious reason to group similar questions together. Participants may send follow-up questions. If you do send a follow-up question, please remind the Guest and other participants of the earlier question (something like "In my earlier question about the third-grader's reading difficulty…") because it's easy to forget earlier questions in the long list of questions that occur during the Chat session.

If your question is not answered by the time the Chat session ends at 8 pm, the question and its answer will be included in the Chat transcript that will be made available online approximately 3 weeks from today.

If, at any time during the chat, you want to review the procedure for participating in the chat session, you can do that at this Web page: http://ecap.crc.uiuc.edu/info/ecapchat.html or in Spanish at: http://ecap.crc.uiuc.edu/info/ecapchat-sp.html.

Now let's begin our chat. Prof. Hearne, we have a question that we received in advance of the session.

IELmoderator
I've noticed that lately several "classic" children's books such as Good Night Moon have been published as board books, which is something I wasn't seeing when my kids were little. Board books back then (15-20 years ago) tended to be much simpler. Is this actually a trend, and what is it about?

Elizabeth Hearne
There is definitely a trend in adapting classic (and not so classic) children's books into board book format. The reason is economic, which is the reason behind most publishing trends. More adults buy books for younger children than for older children, both as gifts to newborns and as a build-up of home libraries before school provides books (theoretically). Adults have been persuaded of the importance of early reading to babies, toddlers, and preschoolers, and early reading involves books with a tougher format: pages that don't tear or poison children who chew on them. Unfortunately, not all books adapt well to this format, which is often too small to afford the space needed for longer texts and complex illustrations. However, the canon of great board books is growing, so we're lucky to have them.

Grandma Reader
Hi! Sounds great! I have a question: Why are children's books (good ones, anyway) so expensive?

Elizabeth Hearne
Grandma Reader, several factors contribute to the expense of children's books. First is the price of paper, which has skyrocketed. Second is the demand by big media corporations who have taken over small publishing companies for a big bottom line profit on children's books. There are other reasons, as well, among them the price of color reproduction and the development of editors, authors, and illustrators as a longterm investment.

jpm
Hello, Professor Hearne. I have a question about a read-aloud technique that is often recommended for people reading to young children. That is, the adult reader stops at different points in the story and asks the child (or children), "What do you think might happen next?" Is there an optimal way to do something like that? Sometimes I have seen that the conversation (especially if it's a group of preschoolers who all want to be "heard") goes pretty far afield and the story can get lost. Maybe children get bored or frustrated. As someone who reads aloud often, what do you recommend?

Elizabeth Hearne
jpm--I'm a great truster of story to engage children; I let them do the interrupting if they have questions. Part of reading aloud is developing a concentration span and learning word meanings in context. Reading aloud is not a sermon or a didactic exercise, so I let the story do the work unless the kids ask me to intervene.

IELmoderator
Prof. Hearne, here is our next question.

IELmoderator
Can you recommend some sources of good-quality bilingual books for young children?

Elizabeth Hearne
Unfortunately, very few bookstores specialize or even stock a range of bilingual books for children. The best source for lists of bilingual books for children is a not-for-profit organization such as the American Library Association (see http://www.ala.org/ala/alsc/alscresources/booklists/bilingualbooks.cfm) or a library (for example, http://www.co.fairfax.va.us/library/Reading/Elem/bilingualbooks.htm). Editor's note: This url has changed:http://www.fairfaxcounty.gov/library/Reading/Elem/bilingualbooks.htm

The problem with commercial sites is that they want to sell you their own books rather than evaluate the whole spectrum of books available. The best place to start is your own local public library, but you can also order books through your local bookstore once you have selected from an annotated list like those in the bibliographies featured above.

IELmoderator
The transcripts of the IEL Chat sessions from 2002 through 2004 are archived on the IEL Web site. Go to the IEL Chat Resources page at: http://illinoisearlylearning.org/chatres.htm, then scroll down the page to the particular chat that you're interested in. For each chat, you'll see a link for "chat transcript." Click on that link to view the transcript for that particular Chat. Editor's note: This url has changed: http://illinoisearlylearning.org/askanexpert.htm#pastchat

The most recent Chat was on the topic of "My Child Loves Music but I Can't Carry a Tune in a Bucket: A Guide to Preschool Music Making" with Eve Harwood. The transcript of this Chat session is available in the Chat section of the IEL Web site at: http://illinoisearlylearning.org/chat/harwood/trans.htm.

Note that IEL Chat transcripts are also available in Spanish. To find IEL Spanish Chat transcripts (Trasuntos de chateo), go to the Spanish Chat Resources (Chateo Recursos) page at http://illinoisearlylearning.org/chatres-sp.htm. Editor's note: This url has changed: http://illinoisearlylearning.org/askanexpert-sp.htm#pastchat

The Spanish transcript of the just-mentioned Harwood chat will be available in approximately 2-3 weeks.

nsm
My preschooler loves to be read to, but sometimes she asks me to read books to her I know are too hard for her to understand. I think she likes the sound of the words. Should I insist on books that are geared more towards her age?

Elizabeth Hearne
nsm--nope, let her call it. You can tell if she gets tired or frustrated, and at that point, suggest that you move to another book. But we tend to underestimate children's capabilities when they're truly motivated.

kidie22
Is it a good idea to let the children be a part of the story when you are reading? I let the children get involved like telling me what they think will happen next.

Elizabeth Hearne
kidie22--any involvement the children opt for is a good thing. If they project themselves into the action and insert their own comments, that's fine. The only thing I tend to do is avoid inserting myself into a good strong story uninvited.

IELmoderator
You can find additional resources on "From Chewing to Choosing: Bonding Books and Children" in the supplement to this Chat session. This supplement is available on the IEL Web site at this URL: http://illinoisearlylearning.org/chat/hearne/sup.htm

Grandma Reader
I like to go visit my grandsons with lots of new, good children's books. I always worry that they already have the books I might pick out. I just need lists of good NEW books! Where might I find such lists?

Elizabeth Hearne
Grandma--I visit my own three grandsons (1, 2, & 3 years old) with books too and keep track of which ones they like or don't like via their parents. My own book, Choosing Books for Children, has lists of titles at the end of each chapter for different age groups, but there are many others. Your local librarian can help you free of charge and the American Library Association also has notable children's book lists every year.

IELmoderator
Here's a comment from Kidie.

kidie22
I order my books through my children's book orders to find books that are at their age range.

IELmoderator
... and another question from Grandma.

Grandma Reader
Are there any children's books that most kindergarten teachers will assume preschoolers have read before they get to kindergarten?

Elizabeth Hearne
There are a few "classics" that many children will have read (The Very Hungry Caterpillar, for instance) but no kindergarten teacher really expects her students to be "prepared" with a reading list behind them. Any reading you do from any book will help bond children with books, which is the best preparation for school.

IELmoderator
As just mentioned, Elizabeth Hearne is a professor in the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign, where she teaches children's literature and storytelling. She is the author of numerous articles and books, including Choosing Books for Children: A Commonsense Guide, the folktale anthology Beauties and Beasts, several novels for children (most recently, Wishes, Kisses, and Pigs), a book of young adult short stories titled The Canine Connection: Stories about Dogs and People, and two picture books, one of which, Seven Brave Women, won the 1998 Jane Addams Children's Book Award.

The former children's book editor of Booklist and of The Bulletin of the Center for Children's Books, she has reviewed children's books for 30 years and contributes regularly to the New York Times Book Review. From the University of Illinois, Hearne received a University Scholar Award in 2000 and a Graduate College Outstanding Mentor Award in 2004. She was president of USBBY, the United States chapter of the International Board on Books for Young People, in 2001, and is currently chair of the American Library Association's 2005 Caldecott Award Committee, which selects the year's most distinguished picture book for children.

Prof. Hearne, here's our next question.

There is a bewildering array of books for children at the bookstore. What should I look for in a book for my baby, my toddler, or my preschooler?

Elizabeth Hearne
I've written a whole book about this, so I'll just pick up some guidelines from pp.11-12 of Choosing Books for Children: A Commonsense Guide.

From birth to age six, picture books should have illustrations on every page and very little text. The plot and progression should be accessible to young listeners, and the illustrations should be understandable as well as enticing. These picture books are meant to be read aloud while the listener pores over the pictures.

For ages six to nine, beginning-to-read and easy-to-read books require short episodic chapters, scattered illustrations, and simple vocabulary, slightly enlarged type, an open, friendly format, and a plot and cast of characters without too many complications. Beginning-to-read books especially require pictures to ease the transition to reading and to provide content clues. They can be read aloud to youngsters and/or alone by the child as reading skills start to develop.

For ages nine to twelve, there is a wide range of fiction and nonfiction, depending on a child's interest, motivation, and reading ease. This "middle-grade" audience has a variety to choose from-comedy, tragedy, mystery, romance, adventure, fantasy, and realism. Though longer than the easy-to-read level, books are generally shorter than those for young adults and adults.

For the teenagers, books range from titles nearly indistinguishable from adult works (some of the readers in this age bracket will be reading adult literature with relish) to books dealing, in fiction and nonfiction, with specifically adolescent issues, to books offering a respite from the more serious fare without being condescendingly childish.

IELmoderator
Remember that the IEL Web site is available not only in English but also in Spanish. The Spanish home page is at: http://illinoisearlylearning.org/index-sp.htm

jpm
I'm really uncomfortable with some of the books for kids that seem to include product placement -- there is at least one book about activities using a well-known coated chocolate candy, and I'm pretty sure I saw one featuring a famous sandwich cookie. And of course there was a rash of Pokemon books a few years ago. If children want these books, should a parent or grandparent go ahead and buy them, with the idea that "at least they're interested in books"?

Elizabeth Hearne
jpm--this is a tough question, since the books won't last any longer than the candy. Children's books are big business, and consumers need to take a stand with their kids just like they do with other consumer goods. I always bought one book that I chose and one book that the child chose, but only after we had been to the library and tried them out to see if we both really wanted them around for repeated readings. Forever!

IELmoderator
Remember that you may send a question at any time to the IEL staff. Just email your question to: iel@uiuc.edu.

You can also phone in a question. Please note that IEL's toll-free telephone number has recently changed. The new number is 877-275-3227. IEL staff are usually available between 8-12 and 1-5 on business days.

nsm
Sometimes when I talk to other parents they comment, "I know I should read to my toddler, but he fights to get away and just won't sit still and listen. What can I do?"

Elizabeth Hearne
nsm--fighting over books sets up a negative cycle. Most toddlers won't fight it as long as they don't have to sit still. Reading to toddlers is an ACTIVE activity involving wiggling, toe and finger play, singing, storytelling maybe one picture out of the whole book. You're really translating the book into the child's experience and development, not "reading the whole thing all the way through."

kidie22
I buy for my children and my daycare children books that I know they will like. The way I find out is how they react to them. I try to buy most from book orders.

Elizabeth Hearne
kidie22--the only problem with book orders is that someone else has done the selecting for you, a company representative that wants you to buy the company's books, e.g., Scholastic. I prefer to select my own books in the library, try them out, and buy the ones that speak to me and my child. Bookstore salespeople can be helpful if they know the literature, but sometimes they've had no training. You're really the one who needs to see the range available.

Julio
What do you think about my 6 year old son reading comic books? Is that okay?

Elizabeth Hearne
Julio--the important thing is for you to read the comic books yourself and if you're comfortable with them, fine. If you're not, don't take them away from him, but talk with him about why you don't like them. Use this as a chance to take a leadership role in expression and guidance. Taking the comic away just increases his determination to read them.

IELmoderator
This is the second Chat session of the 2004-2005 academic year. The next IEL Chat will be "TV, Computers, and Video Game--How Much is Too Much?" with Carol Weisheit, Early Childhood Resource Specialist for STARnet Regions I & III. This Chat will be held on Tuesday, November 9 at the usual time, 7:00 pm Central. In this Chat, Prof. Weisheit will review the research that has been done on television viewing by infants and toddlers, and will address questions such as, How do parents and caregivers determine how much TV viewing is too much? And, What guidelines should be used when allowing a young child to use computers, videos, and TV? See the IEL Chat page for additional details: http://illinoisearlylearning.org/chat.htm Editor's note: This url has changed: http://illinoisearlylearning.org/askanexpert.htm#pastchat.

kidie22
I have daycare children that do that and I make it a game. After we are reading for a little bit, they get into the book. Is this wrong to do?

Elizabeth Hearne
kidie22--i'm not sure what "that" is, when you mention what the children do, but any way children get involved in books and reading is fine with me.

IELmoderator
Participants in IEL chats may also be interested in a new series of online chats offered by the Center for Evidence-Based Practice: Young Children with Challenging Behavior (CEBP) and the Center on the Social and Emotional Foundations for Early Learning (CSEFEL). For more information on the work of CEBP, visit their Web site at: http://challengingbehavior.fmhi.usf.edu/index.html.

For more information about CSEFEL's activities, view their Web site at: http://www.vanderbilt.edu/csefel.

The first Chat in the CEBP/CSEFEL Chat series was held on September 29. The topic was "What to Do When Children Say 'NO!'" In this Chat, guest Lise Fox from the University of South Florida discussed why children may be noncompliant, and strategies that educators and families may use to help the child with cooperation and engagement. A transcript of that Chat session will be available on the CSEFEL Web site in a week or two. For additional information on the Chat, visit the CSEFEL Chat page at: http://www.vanderbilt.edu/csefel/chat.html.

The next CEBP/CSEFEL Chat will be held on Thursday, November 18, 2004, at 7:00 pm Central Time. This chat is titled "Classroom Environments That Work: Preventing Problem Behavior" The chat guests, Micki Ostrosky and Tweety Yates of the University of Illinois at Urbana-Champaign, will discuss a number of environmental variables that impact children's social emotional development and children's challenging behavior. For more information about this CEBP/CSEFEL Chat, visit the Chat page on the CSEFEL Web site: http://www.vanderbilt.edu/csefel/chat.html.

jpm
Is it fair to ask you to recommend some of your favorite picture books of the past 5 years? Please include any board books that you think might be really good, if this is something you want to answer.

Elizabeth Hearne
jpm--this is a tall order, since I've seen 5,000 books per year for the last 40 years. But I can insert a booklist in the transcript if you don't mind coming back later. I can give you examples of the kind of books I like, for instance Good Night Gorilla by Peggy Rathman is a great board book, as are the Max and Ruby books by Rosemary Wells. William Steig is one of my favorite picture book creators (Dr. De Soto, etc.). But you need more choices than this. Again, I might refer you to Choosing Books for Children, which lists titles, authors, illustrators, and descriptions of each book.

For specific recommendations, you can also go to the web site for The Bulletin of the Center for Children's Books at http://alexia.lis.uiuc.edu/puboff/bccb/Editor's note: This url has changed: http://bccb.lis.uiuc.edu and click on "Blue Ribbon Archive," which will take you to an annual listing of picture books, fiction, and factual children's books that have been evaluated by a committee of specialists (including me). Ages or grades, along with a brief annotation, are listed after each author/title entry.

IELmoderator
Prof. Hearne, here's a clarification from kidie.

kidie22
I was talking about fighting when you try to read to them.

Elizabeth Hearne
kidie22-okay, thanks, I see your problem--too many listeners and not enough readers--the ratio is off balance. I think that this is a real problem at the beginning of read-aloud experiences, but it's important to establish a ritual that includes sharing space for all listeners--sometimes music, sometimes a pretend candle lit, sometimes dimming the room--so that the children know it's time for a quiet period of sharing. Of course, it doesn't always work, and then sometimes I just close the book and tell them a story instead so that they're not fighting over the visuals.

IELmoderator
Prof. Hearne, here's our next question.

IELmoderator
My three-year-old is fixated on a book I really am tired of. Is there a way to get him to accept something else without discouraging him or making me feel guilty? If he asks me to read "Red Fish, Blue Fish" one more time, I may just scream!

Elizabeth Hearne
Ritual offers children comforting structure. They love repetition both in and of stories because that's the way they learn everything, including physical activities like walking and intellectual activities like language. I always read at least one by request (often the same one for weeks) and one of my own choosing. My children thought that was fair, and I made sure to choose books that afforded lots of variety for my own sanity. One note of encouragement: after they've wrung out everything they can from a book, they will move on to others. And once they start reading, you read things aloud once and after that they can go back to them on their own.

IELmoderator
Participants in tonight's Chat may be interested in several Tip Sheets related to our Chat topic that have been prepared by the IEL staff. Two of these are especially relevant: "Sharing Books with Your Baby" and "Sharing Books with Your Toddler." Both of these can be found in the Tip Sheet section of the IEL Web site.

"Sharing Books with Your Baby" is available at: http://illinoisearlylearning.org/tipsheets/booksbaby.htm and "Sharing Books with Your Toddler" is located at: http://illinoisearlylearning.org/tipsheets/bookstoddler.htm. Each of these is presented as a PDF file as well as an html Web page. Just click on the "View as PDF" graphic on the Web page.

Both of these Tip Sheets exist in Spanish version as well. "Compartiendo libros con su bebé" is at: http://illinoisearlylearning.org/tipsheets-sp/booksbaby-sp.htm and "Compartiendo libros con con su toddler o niño pequeño" can be found at: http://illinoisearlylearning.org/tipsheets-sp/bookstoddler-sp.htm.

These Tip Sheets are also available in Polish, as PDF files only. See "Ksiazki i Male Dzieci" at http://illinoisearlylearning.org/tipsheets-pol/booksbaby-pol.pdf. Look for "Maluchy i Ksiazki" at http://illinoisearlylearning.org/tipsheets-pol/bookstoddler-pol.pdf. Or you can go to the Polish Tip Sheet page at: http://illinoisearlylearning.org/tips-pol.htm and look for the English title, which is placed right after the Polish title.

Besides these two Tip Sheets just mentioned, there are other Tip Sheets related to reading with young children. For example, you can check out "Things to Do while You're Waiting: Language and Literacy" and "Fun at Home with Preschoolers: Getting Ready to Read!" To see these and other titles, go to the Language Arts section of the IEL Tip Sheets page: http://ecap.crc.uiuc.edu/cgi-bin/iel/searchiel.cgi?searchtype=tipcategory&categories=Language+Arts. As with the items mentioned earlier, all of these Tip Sheets are -- or soon will be -- available in Spanish and Polish as well as English.

Grandma Reader
Professor Hearne, reading your bio was very interesting. Of all the books you have reviewed - and the probably thousands more that you have read -- are there half a dozen titles that stand out? Are there 2 or 3 authors that you think are absolutely the best ever?

Elizabeth Hearne
Grandma Reader, some of my favorite books are for older children, so I'll mention them first: Tuck Everlasting, by Natalie Babbitt and Holes, by Louis Sachar. I'm also attached to many picture books, and I've mentioned some of my favorites, including William Steig and Rosemary Wells. Eric Carl, James Marshall, Kevin Henkes, and many other author/artists line my walls.

For specific recommendations from the past five years, please go to the web site for The Bulletin of the Center for Children's Books at http://alexia.lis.uiuc.edu/puboff/bccb/Editor's note: This url has changed: http://bccb.lis.uiuc.edu which is posted earlier in this transcript. Just click on "Blue Ribbon Archive" for annual listing of picture books, fiction, and factual children's books that have been evaluated by a committee of specialists (including me). Ages or grades, along with a brief annotation, are listed after each author/title entry.

nsm
I noticed several links to lists of children's books in this chat's resource list, including the first one: Notable Children's Books, 2004. This list of book reviews from the American Library Association is their selection of the best books for children published in 2003. http://www.ala.org/ala/alsc/awardsscholarships/childrensnotable/pastchildrens/2004notablechildrensbook.cfm

Elizabeth Hearne
nsm--Yes, this is a great resource, along with the annual Caldecott and Newbery Awards for picture books and older books respectively.

IELmoderator
Chat participants may be familiar with the Early Learning Standards prepared by the Illinois State Board of Education. The Early Learning Standards are organized under a series of 32 State Goals. For each Early Learning Standard, there are a number of associated Benchmarks to help caregivers understand when the standard has been met. The Early Learning Standards with their benchmarks can be found on the IEL Web site at: http://illinoisearlylearning.org/standards/index.htm

There are 5 State Goals in the category of "Language Arts." The first two of these relate to reading. State Goal 1 is for a child to "Read with understanding and fluency." State Goal 2 is for a child to "Read and understand literature representative of various societies, eras and ideas."

State Goal 1 has three Learning Standards associated with it. Standard A is "Apply word analysis and vocabulary skills to comprehend selections"; Standard B is "Apply reading strategies to improve understanding and fluency"; and Standards C is "Comprehend a broad range of reading materials." There are several benchmarks under each of these standards, such as "Understand that pictures and symbols have meaning and that print carries a message." All of these State Goals, Learning Standards, and benchmarks can be found on the "IEL Standards / Language Arts" page of the IEL Web site: http://illinoisearlylearning.org/standards/languagearts.htm.

State Goal 2 has two Learning Standards associated with it. Standard A is "Understand how literary elements and techniques are used to convey meaning"; Standard B is "Read and interpret a variety of literary works." Again, this State Goal, with its associated Learning Standards and benchmarks can be found on the page: http://illinoisearlylearning.org/standards/languagearts.htm.

jpm
How do you feel about books on tape (or CD) for preschoolers? Sometimes there just isn't time to sit and read with a child--but some children seem to feel lost with the tape.

Elizabeth Hearne
jpm--tapes are okay so long as they're a supplement and not a substitute for reading aloud (I'm going to say the same thing about videos). But there's nothing like the connection between live reader and live listener. Since reading aloud is pretty relaxing, I always tried to do at least 15-20 minutes each evening. It's pretty important!

kidie22
How long should a parent read to their children per day?

Elizabeth Hearne
kidie22--there's no prescription--it depends on you and your child. There's no such thing as reading too much if you're both into it, but there is such a thing as reading too little because it has gotten crowded out of everyone's schedule. So a minimum? I'd say at least 15-20 minutes depending on the age of the child.

IELmoderator
Prof. Hearne, here's another question.

IELmoderator
I try to read to my toddler but she grabs the book out of my hand and won't let me continue. Should I insist on holding it and reading it from front to back, one page at a time?

Elizabeth Hearne
Reading aloud should always be flexible. A toddler's attention span is limited, and forcing the issue of "front to back" conventional reading will have negative associations. Some days, especially in the beginning, reading aloud may have to be more like improvisational storytelling, especially tailored to your child: extra-dramatic, adapted, improvised, interrupted, or simply dropped. Lots of early reading sessions involve no more than pointing, naming, page-turning practice, tickling, face-making, finger play, and physical nonsense-even chewing on the book! Slow it down with singing, rhyming, and cuddling. Just associating a book with attention and interest is an achievement for babies and toddlers.

IELmoderator
Prof. Hearne, here is our next question.

IELmoderator
Is it okay to let my child look at a video of a book instead of my reading it to her?

Elizabeth Hearne
The problem with videos, as I said about tapes, is that they are sometimes used to substitute rather than supplement personal reading aloud. Videos can't cuddle. They don't have laps. They won't explain puzzling words. They don't build bridges of experience between adult and child unless the adult sits down with the child and they watch the video together. This doesn't happen often enough, since videos are mostly used as babysitters so adults can do something else. And finally, seeing a video of a book doesn't stretch a child's imagination as much as listening to a story read out loud and engaging with still images.

IELmoderator
Another place to look for resources related to reading is in the IEL "Early Learning Web Links" database. This is a database of Web resources on early learning that the IEL staff has compiled, using careful criteria so that you don't have to wander disconsolately through hundreds or thousands of Google results! This easily searchable collection of Web links is available at: http://ecap.crc.uiuc.edu/cgi-bin/iel/searchiel.cgi.

Once on the search page, you can search in one of two ways. First, you can search for a word in the title. For example, type "reading" (without the quotes) in the title box and click on the "Go Search" button.

Second, you can search on pre-assigned keywords. There are two keywords relevant to tonight's topic. In the "Choose the keywords" box, select "Reading Skills" or "Reading to Children" and then click on the "Go Search" button. On these two keyword topics, you'll find between 8 and 22 resources.

IELmoderator
Prof. Hearne, here's our next question.

IELmoderator
When should you stop reading to a child? Are they ever too young or too old to be read to?

Elizabeth Hearne
Ideally, no one is ever too young or too old for family reading aloud. Certainly through elementary school, families can enjoy a wide range of books together. Junior high and high school are trickier as adolescents seek more distance from the family to establish their own identities and maintain a sense of privacy. However, some families I know read something together every night till the children leave home-and are all the better for it. Like sitting down to dinner together, a brief passage or poem read aloud can help build bridges across gaps of age and experience.

Grandma Reader
I've often thought it would be fun to be able to help my older grandson send an email message to an author of a book he likes. Is that feasible? Is there a Web site where one could do such a thing?

Elizabeth Hearne
Grandma--many authors now have web sites with capacity for emailing them. I'd suggest that you google a favorite author and see if you can find a web site with that potential.

IELmoderator
The next IEL Chat will be "TV, Computers, and Video Games--How Much is Too Much?" with Carol Weisheit, Early Childhood Resource Specialist for STARnet Regions I & III. This Chat will be held on Tuesday, November 9 at the usual time, 7:00 pm Central. In this Chat, Prof. Weisheit will review the research that has been done on television viewing by infants and toddlers, and will address questions such as, How do parents and caregivers determine how much TV viewing is too much? And, What guidelines should be used when allowing a young child to use computers, videos, and TV? See the IEL Chat page for additional details: http://illinoisearlylearning.org/chat.htm Editor's note: This url has changed:http://illinoisearlylearning.org/askanexpert.htm#pastchat.

Deb Pierce
Besides reading aloud to a child, what would you say is the most important activity an adult can do with a child to promote emerging literacy?

Elizabeth Hearne
Deb--storytelling! Oral literature is much more accessible to children at a younger age--folktales, fairy tales, and personal family stories model narrative and verbal patterns and teach children to both talk coherently and listen attentively.

jpm
In your experience, are there some common mistakes parents or caregivers make when they share books with little ones?

Elizabeth Hearne
jpm--many young parents give up when their kids don't sit still and listen the first couple of reading sessions. Don't force it, but don't give up. This goes all the way through high school. Modeling reading yourself, reading bits of newspaper articles that would interest your kids, gearing books to their hobbies, jokes, etc.--all good. Don't get too "high falutin" about literature.

Deb Pierce
Has the criteria for choosing award winning books changed at all throughout the years?

Elizabeth Hearne
Deb--I've been on lots of award committees, and the criteria are pretty steady. It's the books that change. They're now more elaborate graphically, but we still look for strong stories as well as great art books that connect with what's ongoing about childhood as well as what's new and different.

Deb Pierce
I am a professor of Early Childhood education at a state college in Indiana. What words of wisdom can you share with those just learning about children's literature?

Elizabeth Hearne
Go to the library and spend a couple of hours with the best books every so often. Immersion is a great teacher. It's the primary sources that inspire you, not the secondary sources about the books. That said, there are some helpful guides, including my own.

jpm
A story-telling question. Apparently the Illinois storytelling festival that used to happen every summer has had to fold. We used to love going there. Are there any other groups nearby that are doing storytelling that would be appropriate for families with young children, do you know? And thanks for your time tonight!

Elizabeth Hearne
jpm--The Champaign Urbana Storytelling Guild features storytelling events at Pages for All Ages sometimes, but the best sources of storytelling are the two great libraries here, Champaign Public and Urbana Free. Both have terrific storytellers and programs.

Deb Pierce
Thank you so much for your responses, Dr. Hearne. It has been a pleasure chatting with you! I look forward to seeing the newest Caldecott winners!

Indianapolis has a wonderful storytelling festival every year in October!

IELmoderator
Prof. Hearne, here is our final question of the evening.

IELmoderator
At what age can parents read books that have more print and rely less on pictures to tell the story?

Elizabeth Hearne
Although picture books are creeping upward in age of audience-some even aimed at junior high students, and of course graphic novels for adolescents-the transition from picture books to "chapter books" with less illustrations happens about first to second grade, when children who are learning to read practice on "easy readers" with increasing amounts of text relative to less prominent illustrations (Arnold Lobel's famous series about Frog and Toad is an excellent example). However, preschoolers who have been read to from birth can often handle folk tales, fairy tales, and accessible fiction (like Beverly Cleary's episodic series about Ramona) read aloud with few or no pictures, especially if there are older siblings who model listening quietly without looking.

IELmoderator
Thanks ... we have one additional question to close our Chat session.

IELmoderator
It seems to me that the children's section at libraries and bookstores has grown enormously in recent times. Why is that the case?

Elizabeth Hearne
Children's books have become big business. In the 1950s and 1960s, the average output was 2,500 per year; today it's about 5,000-6,000. The whole language movement and literacy research have also shown how important books are to children's reading, as opposed to the "skills and drills" exercises that used to dominate their learning. Technology has made books cheaper to reproduce, though the cost of paper, publishing personnel, and large takeover media companies' demand for profits keep prices going up.

On the one hand, we have a cornucopia of choices; on the other, we can become overwhelmed by them. My recommendation is always to try out new books in the library; if they have the enduring quality that suggests you and your children want to live with them, buy those select few as lifetime companions. It's amazing how many adults go home to get their old children's books when their own babies come along!

Helen
Hi! I have a one year old who enjoys books. Do you have any particular favorites that are good for her age group? She already has about 15 words in her vocabulary, and will point to a few things on the page when we ask her to. She especially likes animals. I would also like suggestions for helping her learn Spanish.

Elizabeth Hearne
Here are some titles I like for that age group, but again, check Choosing Books for Children for a more extensive list, and do visit the web site I've mentioned, http://alexia.lis.uiuc.edu/puboff/bccb/ Editor's note: This url has changed:http://bccb.lis.uiuc.edu, for the "Blue Ribbon Archive" of annual favorites. Many of the titles listed here are in both board book and standard picture book format, so you should probably choose the board book format, if available, for durability and chewability. And do remember that all reading aloud to one-year-olds is more storytelling, pointing, and identifying than it is a straight read-aloud experience.

As for Spanish resources, see my answer to the question above about bilingual books for children. (Go to question above.)

• Aliki. Hush Little Baby (1-3). Prentice-Hall, 1968.
  An old Appalachian lullaby gets fresh, endearing pictures in a version that will help littlest listeners associate the warm security of singing with turning the pages of a book.
• Brown, Marc. Hand Rhymes (1-3). Dutton, 1985.
  Fourteen rhymes culled or adapted from traditional sources and accompanied by miniature pen-and-ink diagrams of hand motions are set into soft watercolor spreads that make this dually useful for reading aloud or remembering in situations where distracting entertainment is desperately called for. A fit companion volume for Brown's earlier Finger Rhymes.
• Brown, Margaret Wise. Goodnight Moon, illustrated by Clement Hurd (1-4). Harper, 1947.
  "In the great green room there was a telephone and a red balloon"—thus begins a comforting poem of contemporary bedtime ritual.
• Carle, Eric. The Very Hungry Caterpillar (1-4). Philomel/Putnam, 1969.
  All heroes require sustenance. This one consumes--on consecutive weekdays--one apple, two pears, three plums, four strawberries, five oranges, etc.; and--on Saturday--so much food that he gets a stomachache and has to heal on Sunday with the herbal cure of a nice green leaf. Listeners can peek through round holes in the pages as the caterpillar eats his way through the book.
• Carlstrom, Nancy W. Jesse Bear, What Will You Wear? illustrated by Bruce Degen (1-4) Macmillan, 1986.
  The sparkling pictures are as gleeful as the nonsensical text in a rhyming romp that follows Jesse Bear through a day of play.
• Cousins, Lucy. Maisy Goes to Bed (1-4). Little, Brown, 1990.
  Little listeners will relate to this wee mouse while lifting flaps and pulling tabs to see aspects of her evening activities, including a tiny book that she reads in bed and a toy clutched under her blanket. There are lots of Maisy books, in which Maisy Gets Dressed, Maisy Goes to the Playground, and Maisy Goes to School.
• Hill, Eric. Where's Spot? (1-3). Putnam, 1980.
  A toy "action book" that offers children the chance to open doors and peek under the bed in search of a puppy hiding from his mother.
• Hoban, Tana. Red, Blue, Yellow Shoe (6 mos.-3 yrs). Greenwillow, 1986.
  With clarity of concept and precision of photographic composition, Hoban has created a board book to equal 1,2,3 (A First Book of Numbers) and her other concept books for the youngest child. Each page contains one object with a large dot in the featured color, along with the name of the object in large block print.
• Lester, Alison. Bibs and Boots; Bumping and Bouncing; Crashing and Splashing; Happy and Sad (1-3). Allen and Unwin, 1997.
  Lively pen-and-wash drawings make these four board books companionable viewing and chewing for babies and their siblings, who can dress with the first, romp with the second, bath with the third, and laugh at the fourth: “Baby is brave. [baby pets dog] Baby is scared. [dog licks baby!] Baby is grumpy. Baby's in bed.”
• McDonnell, Flora. Flora McDonnell's ABC (1-5). Candlewick, 1997.
  Humorous contrasts rule this oversize alphabet book in which large figures clearly reflect the letter they represent, as when a huge gray rhinoceros, whose horn points to capital R small r, stares delightedly at a small red radish.
• Martin, Bill, Jr. Brown Bear, Brown Bear, What Do You See? illustrated by Eric Carle (1-4). Harcourt, 1967.
  A guessing game with a beat, this depicts a sequence of brightly colored animals, each one introducing the next in answer to the question “What do you see?” This is a cumulative quest that invites choral response to complete the circle.
• Miller, Margaret. Where Does It Go? (1-3). Greenwillow, 1992.
  “Where does Tavo put his socks?” begins the first full-page question. “Among the flowers? On his nose? On the dog's paw? In the wading pool?” ask the four funny pictures on the next page, which, when you turn it, declares in boldface print across from a large picture of a delighted little boy, “On his feet!” Just silly enough to help with boring clean-up jobs.
• Opie, Iona. My Very First Mother Goose, illustrated by Rosemary Wells (6 mos.-5 yrs.) Candlewick, 1996.
  Rosemary Wells' exuberant illustrations, inventively varied in style and format from page to page, set off this prime selection of Mother Goose rhymes. Some of the most popular are also available in a series of handsome, sturdy board books, including Humpty Dumpty, Wee Willie Winkie, Little Boy Blue, and Pussycat Pussycat, each containing six to eight rhymes.
• Ormerod, Jan. Peek-a-Boo! (6 mos.-2 yrs.) Dutton, 1998.
  Your baby can play peek-a-boo with a multicultural cast of other babies by lifting the flaps on this sturdy board book.
• Oxenbury, Helen. All Fall Down; Clap Hands; Say Goodnight; Tickle, Tickle (6 mos.-2 yrs.) Aladdin, 1987.
  Buoyant action and vital colors against open white space distinguish a set of large board books full of bouncing babies and playful, rhythmic chants.
• Rathmann, Peggy. Good Night, Gorilla (1-4). Putnam, 1994.
  While the text is mostly a repetition of the phrase “Good night,” a LOT is happening in the pictures as a gorilla steals the zoo-keeper's keys and releases all the animals to follow him home for a cozy evening. Listeners will love knowing what the main character doesn't.
• Rosen, Michael. We're Going on a Bear Hunt, illustrated by Helen Oxenbury (1-5).
  Big pictures of a family romp with lots of sound effects will channel this traditional story-game toward a climactic choral shout: “IT'S A BEAR!!!!”
• Rounds, Glen. Old MacDonald Had a Farm (1-4) Holiday House, 1989.
  From hefty black outline and richly textured color are formed an irresistibly ridiculous assortment of cows, roosters, sheep, dogs, turkeys, horse, ducks, cats, hens, crows, geese, guinea hens, and ... what's this, a skunk? "With a PEE-YOO here, and a PEE-YOO there," this is fun to say, sing, or just laugh at the pictures.
• Scarry, Richard. The Lowly Worm Book (6 mos.-2 yrs.). Random House, 1981.
  A tiny board book with a spacious look shows Lowly Worm's house, car, and cuisine in clear and clever detail.
• Watanabe, Shigeo. How Do I Put It On? illustrated by Yasuo Ohtomo (1-3) Putnam, 1979.
  The first in an excellent series that includes What a Good Lunch; Where's My Daddy; Daddy; Play with Me; and I Can Build a House, all combining amusement with instruction as a little bear learns by trial and error to do the basics all by himself.
• Wells, Rosemary. Max's Breakfast (1-3) Dial, 1985.
  Little rabbit Max and his big sister Ruby play and squabble like real children, with very funny and sometimes educational results in these simple but amusing board-book vignettes, which include Max's First Word, Max's New Suit, Max's Ride, Max's Toys: A Counting Book, Max's Bath, Max's Bedtime, and Max's Birthday.

IELmoderator
We'd like to thank you, Chat participants, for attending tonight's Chat session and for sending your questions to Prof. Hearne. Thanks also for your patience in waiting for responses. Please join us, if you can, for our next IEL Chat. Once again, that will be on Tuesday, November 9, at 7:00 pm Central Time, with Carol Weisheit, Early Childhood Resource Specialist for STARnet Regions I & III. The topic is "TV, Computers, and Video Games--How Much is Too Much?" See the IEL Chat page for additional details: http://illinoisearlylearning.org/chat.htmEditor's note: This url has changed:http://illinoisearlylearning.org/askanexpert.htm#pastchat.

Thank, you, Professor Elizabeth Hearne, for sharing your knowledge and insights with us tonight.

Elizabeth Hearne
The time went by fast--hope to hear from you all again some time.

Deb Pierce
What a wonderful forum!

kidie22
Thank you for helping with our children.

IELmoderator
Thanks again, Chat participants. Enjoy tonight's mysterious foggy evening, and when the fog clears tomorrow, don't forget to revel in our beautiful Illinois autumn.

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