At Long Last!

I finally found a source for my independent study that is 100% dead on.  Cyndi Giorgis, a professor at the University of Nevada - Las Vegas, published a journal article called "The Power of Reading Picture Books Aloud to Secondary Students" (Clearing House, 1999).  In a clear, academic, well-supported argument, she elucidates why reading picture books to high school students across the curriculum is a fabulous idea.

Here's a sentence that appears in her introduction: "It is obvious from the thoughtful silence and audible sighs that the students have responded to the story" (51).

Yes! High five! Knuckle bump!

Here are the article's sub-headings (and you'll see why I said Giorgis' argument is clear -- her piece is the poster child for organized writing):

1. What is a Picture Book?
2. Value of Reading Picture Books Aloud
3. How to Select Picture Books
4. Strategies for Reading Aloud
5. Conclusion

Isn't she the bomb-diggity? She even sneaks in some light, but effective, criticism of ineffective strategies.  I love this: "If students reject picture books in their classroom, the question should be raised as to how the book was introduced."  Let's not blame the kids or the picture books, she says, but rather reflectively take responsibility for the learning that takes place in our classrooms.

I want to meet this woman!

Of course, there is the obligatory sidebar. The authors of articles about teaching reading cannot resist making a list of reading recommendations.  I think it's gene we reading fans share.  Who can resist the enthusiastic, "Oh, you have just got to read ..."?

In fact, I think I'll get started on a side bar for my own lit. review.  And Giorgis' article will most assuredly make a front-and-center appearance.