NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ963490
Record Type: Journal
Publication Date: 2011
Pages: 5
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1094-9046
Mind the Gap: Bridging the Divide between Non-Readers and Lifelong Readers with Hi-Lo Books
Gleason, Carrie
Knowledge Quest, v39 n4 p22-26 Mar-Apr 2011
In the past few years, there has been increasing demand from school librarians for books for "reluctant readers"--despite the impressive offering of children's literature published each year and the success of blockbuster series like "Harry Potter, Diary of a Wimpy Kid, Twilight," and "Hunger Games," among others. This is also in addition to all the picture books, graphic novels, and other books that appeal to reluctant readers. Looking around at the vast array of new books each season, the author sometimes finds it hard to believe there is a crisis in reading. In the last few years, the variety and number of books published for struggling readers has grown, especially in the form of hi-lo books in series. These books are characterized by a low vocabulary level and a high interest level. Book reviewers and book buyers sometimes dismiss hi-lo material as lacking quality, but hi-lo books can be used beyond the most basic level of accessibility for struggling readers and appeal to reluctant readers. School librarians can include in their collections a variety of hi-lo books that appeal to different interests, age ranges, and reading abilities. In this article, the author discusses how to bridge the divide between non-readers and lifelong readers with hi-lo books.
American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site: http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/knowledgequest/knowledgequest.cfm
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A