5 Components of Reading: Practice Makes Perfect!

There are five essential skills that children need to be taught in order to become successful readers.

1. First children need to recognize and use individual sounds to create words. Just like our elementary teachers used to say "Sound it out".

2. Children need to understand the relationships between letters and spoken sounds. After being able recognize letters and sounds, children can decode new words.

3. Reading fluency is the ability to read a text accurately and quickly. After practice with this, children begin to understand what is written.

4. Vocabulary development is where the child learns the meaning and the correct pronunciation of words. Practicing this step over and over again will expand their knowledge of written words. This step will also help children learn what words mean and when to use them.

5. Reading comprehension strategies allow children to understand, remember and discuss what is read.

Children who practice these 5 reading components can improve their reading and become active readers. National Children's Literacy Website

Black Friday, the First Snowfall, and Holiday Spirit: The Shopping Guide

If today's monster snowfall didn't put you in the mood for the holiday season, I'm not sure what can. One of my favorite things about this time of year is buying presents for the people I'm close to--I find it so fun to get something really meaningful and special for someone I love. This year, one of those gifts will be for my 9-month-old goddaughter and I know it's going to be books. But some of the things I've read about Black Friday and the growing consumerism in this country got me thinking about just where I want those books to come from.

Seeing videos of a woman pepper-spraying people at a L.A. Walmart to get an X-Box and hearing about the millions of dollars Target grossed in just 24 hours honestly sickens me. I just don't see how these things have become more important than the holiday itself and simple time spent with family. We support these enormous international corporations and never think to look at smaller, more community-oriented stores that put the emphasis on meaning and joy instead of spend, spend, spend. Now I don't think we should refrain from buying gifts entirely or even boycott big-box stores; however, I do think we need to be more aware about where we're spending our money and what we're supporting with our holiday shopping.

Books are such a wonderful gift, especially if you have children on your holiday shopping list. Instead of promoting traditional gender roles with racecars and makeup, you can give a child the joy of literature and promote literacy development with a gift they can come back to over and over. But I urge you to consider where those books are coming from--and what you're implicitly supporting when you buy them. Is it about competitive shopping, consumerism, and status? Or is it about finding a meaningful gift for someone you love, and supporting the local community while you're at it?

If you're interested, you should check out some of these websites and local businesses:
http://www.indiebound.org/
Schuler's Books
Everybody Reads

A new way to experience reading

A graphic novel? It was something I never really considered. Cartoons in the Sunday paper never kept me entertained and when I think about graphic novels I only ever thought about Spiderman, Wonder Woman, and the Peanuts and these are not things necessary to learn in a classroom. I thought graphic novels meant entertainment, not education. Then when we had to read “Maus,” my theory was proved wrong. This graphic novel was just as efficient as getting the point across as any book without pictures. If anything, certain things carried more meaning, reinforced with pictures, where readers could observe facial expressions, and the setting. Although graphic novels are not my thing, I realized how important it is to experience all types of readings. We need to be a resource where our students can trust us to find them good literature for all different interests. For those students who might be frightened of those books with long grueling chapters and little artwork, graphic novels might be just what they need, and we need to be able to suggest educational graphic novels to them. Reading is reading and we need to experience all the types of books. I loved being able to experience a story in a new way. I love WWII books and biographies and autobiographies from that time, but “Maus” created a whole new perspective and experience. As the reviews say, it truly was a different story that stood out from the rest. I learned a lot more about WWII, many things I did not know before. This graphic novel, and I am sure many others, would be useful in a classroom setting we just need to explore more of our literature options.

Justin Bieber Promotes Literacy!

http://www.youtube.com/watch?v=qw5HBZ9MLmM

Above is a link to a 2 minute video clip of Justin Bieber on the Today Show. While he only speaks about reading for a brief while, he is on the show to promote literacy nonetheless.

When you think about it, Bieber has approximately 8.5 gazillon fans... and if he shows a strong interest in reading, maybe, just maybe, some of his fans will too. He probably has the power to persuade many, many people that reading is great! That is quite the power to have.

Who knows if Bieber really likes to read, but if you put his face next to a library card on a billboard, think about how many people (okay, how many tween girls) will be intrigued and possibly get their own library card. I think celebrities should do things like this, like hold events about reading, more often. Many people listen to what they have to say, and look up to them as role models. Maybe if Bieber is caught by the paparazzi reading the Hunger Games, his fans will go buy the book and read it. After all, what Justin does has to be cool, right??

Oprah's Wisdom

http://www.oprah.com/relationships/Getting-Children-to-Read

Above is a link to a very short article (well more like a list) on how to get your child to read. The suggestions all made sense (go to the library, set a good example, designate a reading spot for your child) but they weren't anything I did not already know. I am not saying that I know everything, but these suggestions seemed a little bland, and very common sense-y. In my classes we've talked about getting children to read by choosing books that cater to their interests, which is also something that seems very, well, obvious. A useful hint, but not too creative.

After the article there is a comment from an actual teacher with a few suggestions as well - including motivating children to read through activities while they read. This to me is a useful suggestion. Most children have short attention spans and need to actually DO things. So I think the integration of reading and active learning is a great way to promote a love of literacy!

As a teacher, I hope I can make activities like the one described in the comment. I think it is important for us to use our resources, and fellow teachers to help kids find a love for reading. Even though sometimes it may seem difficult to do!

Reluctant Readers

This past summer I did a lot of babysitting for many different families with kids ages 3-10. I found it interesting that when I babysat the family with 2 girls ages 7 and 10, that they had no interest in reading while I was there (or before bedtime) , they only wanted to watch TV or play on the Wi. However, when I baby sat the 3 and 4 year olds, we would spend about an hour, sometimes more, reading books (mostly me reading to them). I was a little disappointed that the older children had no interest in reading, because it is such an important skill to learn and work at as you grow older. The older children thought of reading as a chore and that they would only read when they had to. Do you find reading to be a chore when it is assigned from a professor? I began to think what are some ways that parents can encourage their children to continue to read in late elementary school and middle school?

I found an article that discusses “reluctant readers” and how you can help these readers learn to like reading more. First, you should find the root cause of why the child lost interest. This could be because they don’t comprehend what they read, or they struggle with reading the words, or they don’t like the topic of the books they usually have to read. Next you can make a plan of action. If the child has difficulty reading, a special reading service may be the best choice for them. If the child doesn’t always comprehend what they read, they may just need a parent, teacher, or older sibling to read alongside of them for when questions arise. If the child isn’t interested in the books given to them in school to read, perhaps parents could encourage them to find books about topics that interest them to read before bed, or in the summer. That way the child is reading on their own, and learning about topics that interest them. Personally, I think it would be a great idea if teachers in elementary school gave student more freedom in choosing books, for book reports, projects etc. This will allow children to be more excited about reading and learning things. Do you think this would be a good strategy to encourage reading in late elementary school? How else could you encourage children to read more?

Article: http://www.k12reader.com/strategies-to-help-engage-reluctant-readers-in-reading/

Same O' Same O'

Alright we all have read a 100 holocaust stories and no matter what I feel like each one is the exact same. Don't get me wrong, I am very interest is WWII and enjoy learning about it, but would love to see a new side of the stories told. Maus was the same as every story I have heard before so it was disappointing to read since I already knew what every twist and turn was going to be.

The book did make me think back to grade school when during the Holocaust unit we were asked to make a visual of what encompassed our feelings. Many students did collages and paintings to express their emotions. I loved these projects where we were allowed to be creative and I took this to an extreme. I made a mini Jewish Ghetto complete with clay figurines and cardboard painted to look like town homes. My father and I worked so hard painting everything trying to get it as realistic as possible.

The book Maus made me think of this school project because of the connection with fathers. Since the project was done by my father and I, I ended up drawing a more personal connection to the story. So even thought I greatly disliked Maus, it still brought up a great memory of mine making the drab story more easy to get through.

Maus

Before TE 348, I had heard a lot about Art Spiegleman and Maus from many of my previous courses, and although I knew the story and the medium it was portrayed in, I was relatively unprepared for how much I would really enjoy it. Vladek's story is one that many people of my generation have heard, but Spiegleman's telling of the story through comics is really what sets the tale apart and made it such a success. I recall at one point in the story, Mala, Vladek's wife, expresses how important the story will be, saying "people who don’t usually read such stories will be interested, " in reference Spiegleman's comic book audience. Spiegleman's presentation of the story in a comic book format makes it relatable and enjoyable for younger readers or readers who may not be as inclined to read a novel written in prose. I feel that in order to express the depth and multifacted aspects of characters could not be told in a way other than comic format. By expressing Maus through a visual format, Spiegleman gives audience members an opportunity to connect with his father's story by presenting emotions visually to readers.

As a future special education teacher, many of my students may have reading difficulties or even a dislike for reading by the time they reach my classroom. The comic format of Maus may serve as a reading aid for many students who may be uninterested or may have difficulty reading a novel written in prose.
I feel that Maus would be a great addition to a literature or history lesson in middle school or highschool, and it is a book I plan on incorporating into my own classroom if it is applicable and appropriate for the age group.

Holocaust Units: What Age?

So like many other students, in school several teachers did units on the Holocaust. After reading Maus, I started thinking about the first time I learned about WW2 and the Holocaust. I believe it was in 7th grade. We learned about it in my 7th grade History class for the majority of the year. But then in my 8th grade English class we read and discussed The Diary of Anne Frank. However, at 12/13 years old is that a good age to be able to grasp the severity?

I think that it is a very appropriate age. I do remember some kids making jokes about Anne Frank's diary and how upset the teacher got, which showed that kids are immature. But then again, maybe a serious unit such as Anne Frank can develop kids understanding and make them somewhat mature? An assignment that usually followed though was a diary assignment. It made us connect with Anne but I always found it difficult to write because my entries seemed shallow compared to her struggles.

All and all, I think 13 is the perfect age for Holocaust units and I believe they should be done in both History and English classes to show the significance of the events.

Graphic Novels in the Classroom

I am really happy that we got to read the graphic novel “MAUS” in this class. This was the first graphic novel I have ever read, and it made me wonder why I had never read any in middle school or high school. Thus, I decided to do some research to see the benefits of teaching graphic novels and why/why not they are taught in the classroom.

The article I found stated that teaching graphic novels to students is important because it can help to develop a child’s “complex reading skills.” Graphic novels, which have minimal text and many pictures, force the child to make inferences from what they see and how it relates to the story being told. However, the article urges teachers to familiarize themselves with graphic novels before teaching them to students. This will help teachers to understand the skills needed to read and comprehend the story. Did you read graphic novels in middle/high school? If so, how do they compare to typical novels in your opinion?

The unique aspect about graphic novels (vs. comics) is that they still have a beginning, middle, and end, main character, and a plot/climax. The major difference between a typical novel and a graphic novel is that a graphic novel tells the story visually and textually. Each illustration enhances the understanding of the text for the reader. Do you prefer to read a story through pictures and text or just straightforward text? I liked interpreting the pictures throughout the story, for me it gave the text more meaning and helped me to visualize and understand what was happening in the story. Overall, I really liked reading “MAUS,” and I definitely plan on reading more graphic novels.

Full article: http://www.ncte.org/magazine/archives/122031

Holocaust, a picture book

After reading Maus by Art Spiegelman, I had a better understanding about what the Holocaust was and how it truly effected people's lives. The first hand account helped me to better understand what the word Holocaust means, and help me to see the events and history behind it. When getting ready to write this blog post I was wondering how teachers can expose their students to the Holocaust. I have learned so much through books, so I immediately thought of books as a means through which teachers could introduce the Holocaust to their students.

I did some research and I found a blog titled "Teach with Picture Books" by Keith Schoch. One of his posts is titled "Holocaust Picture Books" and responds to the question many teachers have: "How can picture books address a serious topic such as the Holocaust, an historic event filled with equal parts tragedy and heroism, horror and courage? Don't picture books denigrate and disrespect the memories of those who perished and those who survived?" He challenges these teachers to examine the following picture books:

• Star of Fear, Star of Hope by Jo Hoestlandt
• The Cats in Krasinski Square by Karen Hesse
• The Butterfly by Patricia Polacco
• The Yellow Star: The Legend of King Christian X of Denmark by Carmen Agra Deedy
• I Never Saw Another Butterfly by Hana Volavkova

Each of these picture books provide a concise, emotionally powerful account of the Holocaust through human stories that dignify and honor all who were involved. Teaching tragic historic events can be difficult, but bringing in literature can open the door to a whole new realm of learning. I know that one day in my classroom, a good book will be at the heart of every lesson.

Reading as a Performance

I'm an Elementary Education major with a Language Arts specialization. TE 348 is very relevant for me and I'm learning a ton of things about children's literature. The most practical thing I've learned, however, is the read-aloud techniques introduced last week during lecture. I think it's so important for teachers to be prepared to "perform" every work for their students. Whether its reading to them a Scholastic science magazine or an intriguing novel, teachers must engage their students in their reading.

It sounds simple to read aloud to kids, but after last week's lecture and practice I know now that it 's not as easy at it looks. I thought the substitute instructor was making a big deal out of nothing but NOPE - I was wrong. Reading aloud is tougher than it looks...

I think it's completely necessary to read aloud books you plan to read to your students - that way you can plan out the different, energetic, characterized (but tasteful) voices you might plan to use, work through awkward phrasing or sentence structures, know what to emphasize, know when to maybe ask questions of your students, and even when to pause for a dramatic effect. All of these things may sound trivial, but after practicing with a group of people I know that it will be absolutely vital to running a successful reading time with my future students.

Maus not Mouse?

When we were fist assigned to read this story I didn't think much of it, until I learned it was a graphic novel. Graphic novel have never really been a genre that I have explored much and didn't quite excite me. So as I proceeded to get the book and I was shocked by the first impression. The large swastika on the front and the way the mice, whom are slightly scary looking, are positioned turned me away. It gave me an impression that this was going to be another one of those disturbing Holocaust stories, which by now after years of schooling I have heard enough of. As I began to read I was surprised how much I enjoyed it The stories about his father, and how his life with his sweetheart played out, was more like a love story than a disturbing one. True that it was a disturbing time, and things happened that I cringed at, but I also think that by portraying the characters as mice, lessened the cruel effect. If people had been drawn then it would have been morbid. All in all, I enjoyed this and recommend it to those who are reluctant about graphic novels, it has history and humor.

Should Stories be Censored?

Most historical stories are censored today. While reading Chapter Ten of The Joy of Children's Literature it brought up the the book Rosa Parks Tired is highly censored to please readers and not make the story too harsh. The author said that the story left out details of how she was always tired and a seamstress, it also added in the end a happy ending but it really wasn't.

Should historical stories be censored to the likings of kids or should authors tell the true story to teach the readers? I believe that stories should not be altered from the actual events. Kids read a lot of historical stories to learn about history and if it is altered it is basically like lying to the student about what actually happened.

If a story needs to be censored for kids to read than they should just not censor it and make the reading age higher. Author's shouldn't be writing a historical nonfiction story about an actual event and an actual person in history and then be changing it. As you can see, I clearly believe that authors should tell the story how it is and not change it, so students learn the correct historical event.

Reading is fun..ALOUD

As we finished our discussion about read alouds during lecture, I thought about how important they would be in an elementary school setting or even throughout schooling. We discussed the importance of practicing the reading before reading aloud to the class. When I first heard this, I thought, why would one have to practice reading a first grade level book if they are a college educated graduate? However, once we read aloud to our partners, I realized the importance of practicing reading the books. There are several different ways one can read the same book which relates to what we have been discussing in class about how each person will read the same book in a completely different way, depending on a person's own personal experiences and their life growing up. Therefore, as the person who is reading aloud to the class, one must use their voice and movements to not only make the book interesting to listen to, but more importantly to allows students to enjoy reading and to want to read more. I feel as if this is more important than reading in a fun way, you should want to get the students engaged in reading and want to read more.
I feel if a read aloud is fun and exciting, students will want to read more books, allowing them to practice more and more therefore making them better readers in the long run becasue of this practice. Therefore, when we read aloud to a classroom, no matter what they grade level is, I believe that one must remember that it is up to them to make the book exciting and fun because if it is fun, it will make students want to read more which will make them better readers.

Kindle vs. Nook

While I was home I read an article in the Detroit Free Press about the advantages and disadvantages of the Kindle vs the Nook. The new e-reader devices were described as the “prominent gift” this holiday season.

Both the Kindle and the Nook have almost the same screens and resolution, along with similar font sizes, line spacing options etc. Both of the Devices have Wi-Fi capabilities, the nook is 0.5 ounces lighter, but the Kindle has a more expensive look to it. The nook and the kindle allow the user to lend books to other device owners. The Nook, however, has a large collection of interactive children’s books. It also has a microphone so that parents can record their narration to be played back for their children. Do you think children are being deprives from typical reading experiences through picture books by using an e-reader? Personally I like physically holding a book and turning the pages. Thus, I feel that reading from an e-reader is not the same experience, especially for kids, who sometimes like to turn the pages themselves. Do you think the kindles will be eventually used in schools for children to learn how to read?

In addition, each device offer the option to watch full length movies, while the streaming of movies or television is not always the best quality.

I do not own an e-reader but I feel as though it will be necessary sooner or later, with many of the large book stores closing. Do you own an e-reader?, If so what kind and how do you like it?

How many times can they really read the book?

Whenever I am home I always babysit the same kids. I noticed that these kids along with most other love to read their favorite books over and over again. As an adult very rarely do we read the same book or even watch the same movie repeatedly. Do children like to read their favorite book over and over again so they can memorize the words and then read it themselves? A lot of the time children will pick books that have good illustrations and that they can read. When I was reading their favorite book to them on some pages that would ask if they could read it. Obviously they must enjoy the book to some extent to read it over and over again but after awhile they like to read it so they can read it on their own. I also notice that often times children like to pick books based on their religion or race so they can relate to the book. This also roots back to when they read the book on their own they are reading about themselves which makes them feel grownup.

LGBTQ-Where's the education?

I just listened to the LGBTQ online lecture and it made me think a lot about LGBTQ culture being portrayed in literature. When I think back to my K-12 education the only time I ever remember being taught about this is in 11th grade history and that was because my teacher was gay. I thought it was interesting when he talked about how gay people make up 10% of the population but there are only approximately 300 books that involve a character who is LGBTQ, which is less than 1% of all literature. I also liked how he defined LQBTQ people as "invisible" because this helped me understand how he and other LGBTQ felt. Another example of this is “don’t ask don’t tell policy.” In schools today most teachers do not teach about LQBTQ because they do not want to seem biased towards them. But this makes no sense because if they are not teaching about LGBTQ they are clearly biased against them. Another thing I learned from this lecture was what the meaning of queer was. The speaker gave a good example: a woman who was dating someone that identified themselves as a man but was biologically a woman. She did not see herself as lesbian or bi-sexual and she was still trying to identify what exactly she was so she currently identified herself as queer/questioning.

Snow White Movie

I saw a preview for a new movie with a twist on the original fairy tale of Snow White. It looks pretty intense and definitely updated. I'm curious to see how they will keep the original storyline and what they will change about the story. I also wonder if it's going to be PG or not because it seemed kind of violent.

One thing I'm not too excited about is that Kristen Stewart is Snow White. In my opinion, I don't really like her as an actress and I think that she might ruin the story all together. Although, Charlize Theoren (not sure how to spell her last name) is the Queen. In the previews, she looks amazing and completely convincing as the wicked villain. She is exactly how I would picture the queen. I will probably end up seeing the movie because I loved the story of Snow White as a kid and I am curious as to how they will spin this.

A Little Bit of Politics..

How can we get children to like reading? Is it something we can even do as teachers or even as parents? Is there a biological gene that makes kids either loathe reading or adore it? Does it come from our parents? Does it come from our teachers?

It is likely that no one knows the answer. But now, schools are emphasizing test scores and reading comprehension more and more because of 2001's No Child Left Behind Act passed by former President George W. Bush. As scores are being emphasized, true and intrinsic learning is being more and more forgotten. Because of state requirements, schools must meet certain criteria in testing, so local principals are forcing teachers to strain and drain their students to get good scores.

Although President Bush certainly intended well, the true joy of reading has been pushed aside in classrooms to prepare for reading comprehension tests. Where is the joy in that? Children are reading short essays to prepare for standardized tests like the MEAP and forgetting all about real literature.

What's the answer? Where's the balance between learning for intrinsic purposes and doing well on tests? No one can force kids to love reading - not parents and not teachers. And certainly not standardized tests.

Brave at heart

One of my favorite children's books is Ella Enchanted by Gail Carson Levine, its a twist on the traditional Cinderella story about a young girl named Ella who goes on an adventure to track down the fairy that gave her the dangerous gift of obedience. In the story Ella redefines the characteristics of a princess, she is smart, funny, brave, and strong willed. She takes things into her own hands and knows how to take care of herself. In class this semester we have constantly talked about how traditional literature stories featuring princesses and princes tend to reinforce stereotypes about girls being damsels in distress. I think this topic is definitely an issue that needs to be discussed because stereotypes can be harmful for children's view of society.

However, a few days ago I was on Yahoo and saw a link to a new trailer called "Brave". This is Disney's newest Pixar movie and is about a princess from Scotland named Princess Merida. The movie is about Princess Merida defying a traditional custom of her kingdom in order to make her own decisions and take control of her life. The movie trailer features Princess Merida riding on horses, using her archery skills, and climbing up mountains. I think this movie could be a great new representation of what the new modern day princess figure should look like. This movie can show young girls that being brave and strong is a desired trait and will help them in life. I'm excited to check out this new movie and see if it lives up to my expectations. Check out this clip:
http://www.youtube.com/watch?v=DlcQqAKTmH8

Reading Aloud = Teacher Love

Chapter 13 from The Joy of Children’s Literature by Denise Johnson talked a lot about reading aloud in the classroom. I was surprised how much the chapter discussed how reading aloud has so many benefits and how amazing reading aloud can be for both the students and teacher. I didn’t really think about this topic very much, but after reading the chapter I realized that everything they were saying made complete sense!

My favorite teacher of all time was my fourth grade teacher. I still talk about her to this day and will never forget her or how much fun she made my school year. After reading this chapter, I began to think about her and realized she read aloud in our classroom on a daily basis. I clearly remember her reading The BFG, a Santa Clause book, and other informational articles regularly. Usually we would sit on the floor around her, and maybe these daily read alouds contributed to me enjoying my teacher so much.

The first page of this chapter even says, “Reading aloud has made countless children throughout time fall in love with a teacher who did it well and did it often. And these teachers are never forgotten.” I think this quote describes my fourth grade experience perfectly and I have to wonder now if this had anything to do with my adoration for my fourth grade teacher.

Breaking Dawn: Part 2 - Necessary?

After our class discussion about our thoughts on turning books into movies, I went to see the new Twilight movie “Breaking Dawn - Part 1”. I read the first book many years ago but lost interest and never ended up reading the next three books. I have seen the other three movies, of course, and have kept up on all the “Jacob vs. Edward” drama as well. I wouldn’t call myself a fan of this series, but after seeing this newest movie I am tempted to read the “Breaking Dawn” book just so I can know what happens during the second half!

I understand that the book is long so it may be necessary to split the movie into two, like they did with the last Harry Potter movie also, but how can we know for sure that it is not the entertainment world trying to make more money. By splitting this movie into two parts, they will be making twice as much money. People of all ages who saw the first movie will now feel obligated to see the second movie. I know that I feel like I have to see the second movie now in order to see what happens, and maybe even now read the book because it is going to take a long time for the movie to come out!

Books vs. Movies

In class we talked a lot about turning books into movies. We also talked a lot about how movies can ruin books, or even change the image you had of the book. I have learned to completely separate books and movies. If you do not, you end up always saying how this could have been better, or how this changed, or even how the characters do not match. So, a question I have is how can movies do a better job of portraying the books without changing them?
I believe that "Hollywood" needs to stop changing the books when they are turned into movies to be more attractive for viewers. If the people liked the book, then the directors do not need to change it to be more appealing to the audience. The audience does not want the book to change. They want it to be the book. The more the movie is changed the more upset and disappointed the audience who read the book gets.
My advice for the people who read the books and then go see the movie is to completely disconnect the two. If you do not you will never be happy with the outcome of the movie. By disconnecting the two I have learned to accept the movies and do not compare the two.

Celebrity Writers = Fake

Today it is very common for celebrities to write books about their lives, as Lauren Conrad, the Kardashian sisters, and Snooki of “The Jersey Shore” did. However, have you ever questioned whether or not they actually wrote the book themselves? Personally I feel as though I have always overlooked this detail. If their name is on the cover as the author, why should anyone think any different? The New York Times decided to leak the real truth; “Ghost Writers” are the ones to credit for the writing in the novels, although celebrities often have their own ideas on plots, and characters.

There is typically an understanding between these so called “Ghost Writers,” publishers, and agents. However, celebrities are not shy when it comes to taking credit for these books. How would you feel if you were a writer, but were only possibly mentioned of the acknowledgments of the book? I think that this is not entirely fair to the writer, and also shows selfishness in the celebrity. According to the article, when asked about who wrote their books, celebrities only mentioned themselves, but publishers sometimes indicated something different. Do you think that a “celebrity book” would be less marketable if the “real” authors name was printed on the cover, and why? I don’t necessarily think that this would affect the sales of the book, because as long as the celebrity’s name or picture was on the cover, that in itself would make the book marketable to teens and fans of these celebrities.

Here is the article to read more: http://www.nytimes.com/2011/06/02/fashion/noticed-celebrity-books-and-ghostwriters.html