CHOOSING BOOKS
AND READING
MATERIALS
RHEA A. GOLES
 Factors in Book
Selection
 Gender Differences in
Reading Selection
 Teacher’s Role
 Choosing For the
Whole Class: Thinking
in Five Dimensions
Factors in Book
Selections
Many students use structural indicators
when determining if a book is of interest
to them. For example, one of these clues
include book thickness, the illustrations,
the cover, the title, back of the book
summaries, critic quotes, the author's
name, and chapters headings.
Physical Characteristics
1. Characterization:
Children usually like
characters who acted as they did.
They enjoy literature in which
character's experiences and traits
are similar to their own, such as
economic status, family situation,
and school life.
2. Physical Characteristics:
Attractive books spark children's
curiousity. Children select books that
have attractive covers, bright colors,
appealing pictures or illustrations. They
also consider Title, book thickness, and
the number of the pages when selecting
a book.
3. Author Impact:
Some 8-12 age students select
books written by their favorite author.
Familiarity with an author influences
students who read for pleasure.
Students enjoy series books by authors
whom they are already familiar with.
Children also like books by a specific
author.
4. Content:
A book's subject matter plays a
role in determining what book students
will select to read. Content appears to
hold value and engage young readers
age children read about special interests
that spark their attention.
5. Plot:
Children like plots that are
episodic. They enjoy these stories
because they proceed event-by-event,
and because they are easier to
understand and follow.
6. Genre:
Mystery and adventure are two
genres that children rate highly. They
value other genres as well, such as
Humor, suspense, Science fiction, and
thriller.
7. Recommendation:
Most children read the same books as
their friends, and they read what other
students from their class read or what
peers say are good books. Children are
often interested in their friends' interests
and recommendation because it helps
them find books with less effort.
Gender Differences in Reading Selections
All Children differ from one another.
Because of this, researchers have
conducted studies to see where differences
lie between children with regard to
reading. They found out that children differ
in their reading selections mostly because
of the following factors:
1)Age.
2)Intelligence.
3)Gender.
Girls' reading preferences are different
from boys'. However, there are always
similarities between the two genders
preferences. Both genders enjoy humorous and
adventurous stories, though the topic of these
genres may vary between the two genders. They
both also enjoy animal stories, and books about
specific holidays.
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Boy’s Reading
Selection
Science, Adventure
Wars
Mystery
Wild animals
Science fiction
Sports
Nonfiction
Machines
Vehicles
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Girl’s Reading
Selection
Family
Romance
Friends
Fiction
Home life
Pets
Personal Problems
The Teacher’s
Role
Physical
Characteristics
Teachers should model strategies for selecting
books, but allow students opportunities to select
their own without direct help.
By providing resources that allow children to have
choices, their reading interests will grow.
Teachers can help children develop more interests in
books by providing a variety of materials and resources
for children to borrow. These materials should fit the
diversity and range of students in a classroom.
Teacher can also promote reading through
presentations, read aloud, book sharing, and book clubs.
Teachers need to provide in class opportunities for
students to read and reflect as well as time for
children to interact with peers about books. Students
need to talk during class to express their interests
about books. Through this interaction students can
influence and motivate each other.
For a novel to be appropriate for an entire
class to live in for a length of time, it must have
strengths that on some level transcend the
realm of personal taste. Each book selection
must be meaningful for students, connected to
their interests, and accessible for a
heterogeneously grouped class.
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1. Development
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How does the content of the novel
connect to students’ developmental
stage?
Why do I think this book is appropriate
for my age group?
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2. Identification / Diversity
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How do the book’s content and setting relate to
the life experiences of the students?
Are they mirrors (familiar) or windows?
(unfamiliar)? Directly or indirectly connected?
How does this title contribute to an overall
balance of diverse characters and authors
throughout the year?
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3. Reading level
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What is the reading level of this book in relation
to the reading levels of the students?
Is this book accessible for all, half, or just some
of the students?
Is it good for the beginning, middle, or end of
the year?
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4. Thematic connections
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How does this book connect thematically or
structurally to what came before it and what will
come later in the curriculum?
How does it connect to the books students have
been choosing and loving most for their
independent reading?
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5. Literary strengths
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Which literary elements are strongest in this
work?
What opportunities does it provide to focus on
the author’s craft?
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THANKS
for
LISTENING !
Any questions?