Who’s Talking, Listening, and Learning Now Technological and Non-technological Supports Aimed at Increasing Voluntary Reading: A Review of the Literature

There can be no other educational goal more vitally important than teaching a child to read. Numerous research studies have been conducted and endless debates have been waged about the most effective method for teaching reading. Phonics, whole language or a combination of the two are the methods suggested most frequently. The amount of time spent researching and debating this issue at the national, state and local levels indicates the high priority that has been placed on making sure every child can read. Trelease (1995) indicated that reading can be a weapon used to destroy ignorance, poverty, and despair. The more a person reads the more knowledge they will acquire. With such importance placed on learning the mechanical skills of reading, too often the affective skills also needed for reading are ignored. Helping children learn the value of reading so that they will read both for enjoyment and information is as imperative as teaching a child how to read (Fractor, Woodruff