Mediation in easy-to-read literature remains relatively underexplored in both initial and ongoing teacher education programs, but it is beginning to emerge within the field of literary mediation. ...While traditionally associated with special education training, the concept of easy-to-read literature has not been fully integrated into teacher training programs as a mediation strategy. Consequently, there is limited evidence regarding its usage and benefits in school settings. Therefore, the aim of this contrastive study is to investigate the practices of easy-to-read literature mediation in initial teacher education programs in Spain and Chile. Preliminary findings reveal specific practices initiated in higher education for easy-to-read literature, highlighting the necessity for support from in-service teachers in adopting this methodology. Additionally, the study underscores the democratization of easy-to-read mediation techniques, enabling the adaptation of both literary and non-literary texts following established guidelines and principles proven effective across diverse contexts.
La mediación en lectura fácil es un campo escasamente explorado tanto en la formación inicial como continua del profesorado, pero empieza a despuntar como un ámbito incipiente en la mediación lecto-literaria. Pese a que el concepto de lectura fácil se instala, habitualmente, en la formación de educadores especiales, no está incorporado en la formación de docentes como estrategia de mediación, por lo que hay muy poca evidencia respecto de su uso y beneficios en las aulas escolares. Por tanto, el objetivo de este estudio contrastivo es indagar en las prácticas de mediación en lectura fácil que se realizan en la formación inicial del profesorado en España y Chile1. Los resultados preliminares muestran determinadas prácticas que se han comenzado a implementar en educación superior para la lectura fácil, la necesidad de acompañamiento en esta metodología por parte del profesorado en activo y, también, la democratización de esta metodología de mediación que permite adaptar textos literarios y no literarios, siguiendo pautas y lineamientos que ya han sido probados con excelentes resultados en distintos contextos.
First published in 1976, this autobiography contains Forrest Carter's--Little Tree's--remembrances of life with his Eastern Cherokee Hill country grandparents in the 1930s. There are 21 chapters, ...recounting humorous and serious episodes from a 5-year period and dealing with the themes of growing up, Indian life and values, family relationships, and the relationship of man and the earth. The book begins when the author is 5 years old and goes to live with his grandparents after the death of his parents. The first chapter tells how he was given the name of Little Tree by his grandmother and describes the mountain hollow and the cabin where he will live with his grandparents. In the second chapter, Little Tree learns to hunt wild turkey with his grandfather and learns the Cherokee ethics of hunting. Other chapters tell of borrowing great books from the library, fox hunting, friends and friendships, grandfather's trade of whiskey-making, gathering food, family history, planting, religion and going to church, and boarding school. The final chapter relates the deaths of Little Tree's grandfather and grandmother and his decision to head west on his own. (JHZ)
The authors describe a high-interest, easy reading book series, provide contact information for publishers of easy reading material, and discuss factors that influence text difficulty and how the ...series approach them.
The author provides short descriptions of books at third to fifth grade reading level whose themes and action make them good choices for middle and high school readers who read at those lower reading ...levels. Includes a book list.
This study replicates the work of Crabb and Bielawski (1994), who analyzed gender differences in character representation found in Caldecott award-winning children's literature, in relation to the ...utilization of production, household, and leisure artifacts. This study examines non-award-winning "easy-to-read" books. The data showed that both female and male characters are most likely to be pictured in a leisure activity. Otherwise, male characters are apt to be seen with a production artifact, while few are shown with a household artifact. For female characters, if they are not in a leisure activity, they are equally likely to be seen with either a household or production artifact. The real difference in character depiction lies with male characters not being featured in household activities. These findings were different from Crabb and Bielawski's study. They found that female characters were most likely represented utilizing a household artifact, while male characters were primarily depicted with production artifacts.
A study investigated whether trade books labeled "easy reader" consistently conform to specific sight word lists and to what degree the vocabulary in those books matches that in K-2 basals. Ten "easy ...reader" books were chosen at random from each of three publishers. Three popular sight word lists were matched separately to every one of the words in the 30 trade books and the vocabulary in the books was compared to the vocabulary in three K-2 basals. Results indicated that most words found in the sight word lists were consistently represented in the trade books and that the vocabulary in all three basals have a high correlation to the vocabulary in the "easy reader" books. (Six tables of data are included; 15 references; a list of the trade books investigated, word lists, and extensive appendixes of raw data are attached.) (RS)
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