We've had some discussion in Reading and Writing about selecting text materials for instructional purposes and the need to be sensitive to a number of dimensions for selecting those texts (e.g., level of difficulty, density of the text, interest area).
Here is a link to a research study that Donna Brian forwarded regarding the amount and form that reading (listening to) books might take across gender, age, racial, education, income, and community setting groups. The take-away message for me is that folks seem to be reading a lot and are comfortable doing their reading in books and tablets or listening to audiotapes. I was expecting more differences among the subgroups and realized that I don't get the number of books read that the survey participants read. (How can I fit more book reading time into my schedule?) Anyway, please give this short article a quick read.
From an instructional point of view, looks like we want to expose students to reading opportunities using an extensive array of media.
How does such varied practice get integrated in your lesson planning?
We have opportunities to provide more extensive practice if we are planful about integrating multiple media in the lesson planning.
Daryl