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The 100 Greatest Science Books list contains a mixture of classic and popular works, chosen for their accessibility and relevance. Most of the books selected are suitable for a well educated layman with only a few being for a more serious reader. The list covers the obvious subjects: biology, chemistry, and physics, as well as mathematics, the philosophy of science, and the history of science. It also includes several biographies. 
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Fiction Reading Level Assessments
Via Kathleen Cercone
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"Just as some children are good athletes from the time they are very young, others are great at music or art. We tend to think of art, music and athletics as skills or talents. But actually there are underlying cognitive abilities that enable those talents. For athletics, good hand-eye coordination and quickness can be keys to success. For music, certainly the ability to perceive tones is essential. For art, excellent visual memory is helpful.
It turns out that learning to read also requires some underlying cognitive skills. Children are not born good readers, of course; reading has to be taught. And for a child to be able to learn to read, four core cognitive capacities are needed: memory, attention, sequencing, and processing efficiency (speed and accuracy). It is helpful to tease out each one of these and explain the importance in learning to read."
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"'Every child a reader' has been the goal of instruction, education research, and reform for at least three decades. We now know more than ever about how to accomplish this goal. Yet few students in the United States regularly receive the best reading instruction we know how to give.
Instead, despite good intentions, educators often make decisions about instruction that compromise or supplant the kind of experiences all children need to become engaged, successful readers. This is especially true for struggling readers, who are much less likely than their peers to participate in the kinds of high-quality instructional activities that would ensure that they learn to read.
Here, we outline six elements of instruction that every child should experience every day. Each of these elements can be implemented in any district and any school, with any curriculum or set of materials, and without additional funds. All that's necessary is for adults to make the decision to do it."
Six Elements for Every Child
1. Every child reads something he or she chooses. 2. Every child reads accurately. 3. Every child reads something he or she understands. 4. Every child writes about something personally meaningful. 5. Every child talks with peers about reading and writing. 6. Every child listens to a fluent adult read aloud.
To read the whole article, go here: http://goo.gl/VfSSK
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Dylan Wiliam reviews the changing nature of literacy in our society and the importance of developing creative thinking skills in young people.
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The ongoing nuclear crisis is one of many major disasters Japan has experienced over the past century. Cases of great tragedy and trauma have been a driving creative force behind much of Japan's classic and modern literature — writing that reveals insights into the country's people and character.
Click on the title to read more.
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Learn Speed reading by actually doing it. Speed read online content with our bookmarklet. Via Ana Cristina Pratas
Maria Claudia Londoño D's curator insight,
February 1, 2013 9:48 AM
So important to know new tools related to this matter!Tks! 
Media&Learning's curator insight,
February 18, 2013 4:55 AM
A website for free exercises to improve your reading speed and understanding abilities
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"Research supports Michael Rosen and 90 other writers and artists who urged a reduction in spelling, grammar and phonics teaching and testing, and an increased emphasis on reading for enjoyment (“Children must be free to read for fun,” July 24, 2012).
Studies done over the last 100 years show that spelling instruction has very little effect on spelling accuracy. Studies done over the last 100 years show that the formal study of grammar does not improve students’ reading and writing. Studies done over the last 25 years show that heavy phonics study (termed 'systematic intensive phonics') only helps children do better on tests in which they pronounce lists of words out-loud. It has no significant effect on tests in which children have to understand what they read. "
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"After my first year of logging [the] books [I read each month], I didn’t feel it was enough to model and share my reading with my teachers. In December of 2011, I read The Book Whisperer by Donalyn Miller, which is a MUST read if you have anything to do with teaching literacy. One of the studies she sited in this book found a link between the reading habits of teachers and the reading achievement of their students (Lundberg and Linnakyla, 1993). The take-away from this study is that if we want our students to read and enjoy it for the rest of their lives, then we must show them what a reading life looks like. I decided to take this one step further and do a better job of modeling reading for my teachers. I was already maintaining a staff blog for a weekly memo, so I decided the best avenue would be to start logging my books onto shelfari and then add a widget to my blog so that staff could easily see what I’m reading (you can see my shelfari bookshelf widget on this blog to the right as well). Since doing this, it seems like most of my teachers are reading more–both professionally and for pleasure. It could be that they were reading this much before and it just got them talking about their reading more? Even if that is so, I know that the discussions and book recommendations help build our learning community…impacting our staff and students."
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"THE ROLE OF IDENTITY IN READING INSTRUCTION
The findings presented here suggest that improving the quality or amount of reading instruction and tasks in subject-area classrooms may have limited influence on students’ reading achievement unless teachers and researchers address the role of identity. Struggling readers may value acquiring the skills their teachers want them to develop, but they may place a higher premium on their social positioning within their class or home community. Their decision to acquire a socially valued identity at the expense of developing academically is not something that they always desire. Therefore, it becomes important to consider how students can achieve both their academic and social goals.
First, it is important for teachers to understand how students see themselves as readers and learning who they would like to become. Researchers have suggested that adolescents can use agency to shape their individual identities (McCarthey & Moje, 2002). Students can learn how to transform their identities, and acquire new skills in the process, through numerous social encounters with their teachers and peers. Such experiences can result in positive transformations when students are allowed to take control of their developing identities and are given time to think and question who they want to become (Moje & Lewis, 2007). The process of developing as a reader, and transforming one’s reading identity, then relies on the existence of multiple reading identities being valued within a given space and without forcing students to adopt a specific identity or be viewed as failures.
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Maurice Sendak, Shel Silverstein and Dr. Seuss challenged the received ideas of what a children’s book should be — and children’s literature, happily, has never been the same.
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We created Read it 1st because five of the top 10 movies of 2010 were based on books. Most of the people who watched those movies had never read the book. In fact, most people in America read fewer than two books per year. While movies are great, and we love them, the stories from those movies were originally envisioned in a different way. A way that requires more interaction, more brain, more relaxation, more free time, and more commitment. We think those are all things that the world doesn’t have enough of these days.
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