I’ve already ranted about the lack of contextual information in newish children’s books that would, I think help make them more understandable… and therefore, in my opinion, a lot more enjoyable and easier to relate to.
Here, an observation on where a book contradicts — gratuitously, in my opinion — the real world, in a way that even a five-year-old might spot and find confusing. Continue reading
Over the past several years, between my one morning a week as a volunteer literacy tutor (I work with third graders), my grandparental , and other stuff, I’ve gotten to read (or have read to me) a fair number and range of books for three-to-ten year olds, ranging from way old (classic or just plain old) to fairly recent.
And I’ve come to conclusion that, aside from other issues outside this post’s topic, a lot of them — particularly many of the new ones — haven’t done their job well enough in being accessible to their audience… often, where a sentence or two, even a few words, would have made a big difference. Continue reading