Stephen D. Krashen

This book covers a wide range of topics: from the role of the input/comprehension hypothesis (and its current rival-the comprehensible output hypothesis), the still-very-good idea of free voluntary reading, and current issues and controversies about teaching grammar, to considerations of how it is we grow intellectually, or how we "get smart."

"June, 1917. While another daylight air raid batters London, the body of respected businessman and devoted family man Gilbert Donohoe is fished from the Thames, the victim of strangulation. Inspector Marmion struggles with the case alongside his anxieties for his now-missing son, Paul, but the pressure increases when the Metropolitan Police are the target of a series of vicious press attacks. As Marmion is pilloried in the press, he uncovers a seedy path through London which will lead him towards the killer."--Publisher's description.

Continuing the case for free voluntary reading set out in the book's 1993 first edition, this new, updated, and much-looked-for second edition explores new research done on the topic in the last 10 years as well as looking anew at some of the original research reviewed. Krashen also explores research surrounding the role of school and public libraries and the research indicating the necessity of a print-rich environment that provides light reading (comics, teen romances, magazines) as well as the best in literature to assist in educating children to read with understanding and in second language acquisition. He looks at the research surrounding reading incentive/rewards programs and specifically at the research on AR (Accelerated Reader) and other electronic reading products. - Publisher.

The Natural Approach is based on the following tenets: 1). Language acquisition (an unconscious process developed through using language meaningfully) is different from language learning (consciously learning or discovering rules about a language) and language acquisition is the only way competence in a second language occurs. (The acquisition/learning hypothesis) 2). Conscious learning operates only as a monitor or editor that checks or repairs the output of what has been acquired. (The monitor hypothesis) 3). Grammatical structures are acquired in a predictable order and it does little good to try to learn them in another order.(The natural order hypothesis). 4). People acquire language best from messages that are just slightly beyond their current competence. (The input hypothesis) 5). The learner's emotional state can act as a filter that impedes or blocks input necessary to acquisition. (The affective filter hypothesis)

"Written in a friendly style by two top scholars in literacy, Summer Reading: Program and Evidence provides a framework rooted in scientific data showing how summer reading programs can succeed." "By including standardized test scores as well as personal reflections from teachers and students, the authors motivate teachers to help students excel beyond the traditional classroom, promoting success from one year to the next."--Jacket.

"This book documents the latest research findings about the success of free voluntary reading in developing high levels of literacy"--