The Best 100 Young Adult Novels

We love best-of book lists, and National Public Radio has just released a great one. After inviting listeners to nominate their favorites, NPR has published a list of the best 100 novels for young adults.

The selection process was an interesting one, inviting ire from NPR fans who couldn't believe that favorites like Are You There God? It’s Me, Margaret were left off the list. Judges managed to narrow the list of over 1200 nominees down to 235 finalists, in part by holding firm to the idea that “young adult novels” are books intended for readers between the ages of 12 and 18. Therefore the Little House on the Prairie books, all winners of the Newberry Award, and many other much-beloved tomes, were deemed too juvenile for a vote of this nature. Books written for adults but read by many young adults, such as classics like A Tree Grows in Brooklyn and Jane Eyre, were also given the ax, though it seems that the judges were unable to part with some titles intended for adults; Dune and Catcher in the Rye both made the cut.

The list of finalists is an eclectic blend of timeless and contemporary titles that vary hugely in sophistication, reading level, and theme. Literature snobs may turn up their nose at some of the results (Twilight? The Vampire Academy??), but parents and educators of reluctant readers will rejoice that the list contains books the teenagers in their lives may find more accessible than the oft-recommended classics on the list (like The Giver, A Separate Peace, and Lord of the Flies). The list is also a great place to turn for fresh ideas. We’re willing to bet you've never even heard of the winner of the fourth place slot. Whether teenagers are looking for a way to pass the few weeks left before school begins, or planning ahead so that they’ll have their mandatory recreational selection in place when classes begin, this list is an excellent place to begin.

100 Best-Ever Teen Novels (NPR)

Photo: Monterey Public Library / Creative Commons

Color-Coding Algebra

Algebra introduces students to ideas that were previously foreign to them. Suddenly, they are expected to work on both sides of an equal sign, calculate with negative numbers, and told they can’t add all the numbers in an expression together they way they’re accustomed to doing. To help kids navigate this confusing transition, try using color-coding to help them grasp concepts and notice details. 

Negatives vs. Positives

Prior to beginning algebra, most students have not had much practice with negative numbers. They are often not accustomed to taking a number’s sign into consideration. To help draw students’ attention to this important factor, ask them to highlight positive numbers in one color and negative numbers in another.


Examples:

-12 + 4 =

(4)(-6) =

Variables

Color-coding is a great strategy for helping algebra neophytes understand the idea of like terms. When adding or subtracting in expressions containing variables, ask students to highlight unattached numbers with one color and like terms with other colors before solving. Grouping blue terms with other blue terms will seem a lot more natural than grouping x’s with other x’s. Tip: Ask them to include the sign preceding each number in the highlight so that they will understand which numbers are positive and which are negative in tricky equations. When there is no sign, ask students to add in their own addition sign, then highlight it.


Example:

4n + 3x - 4 = 7x - 2n + 10      ->        +4n + 3x - 4 = +7x - 2n + 10

Book Review: What Chefs Feed Their Kids

Most parents would agree that it’s important to teach children to appreciate a wide variety of healthy, nutritious foods from a young age. To professional chefs who are also parents, however, it’s easy to imagine that this principle holds more weight than it does in the average home. Fanae Aaron, a new mother, found herself wondering what chefs put on their own kitchen tables as she took on parenting for the first time. She began to make inquiries of chefs around the country, and the result is the cookbook What Chefs Feed Their Kids: Recipes and Techniques for Cultivating a Love of Good Food .

The recipes in the book are diverse in both flavor and nutrition. As an added bonus, most are relatively simple to prepare, as most chefs have little time to devote to their domestic kitchens before rushing out the door to work in professional ones. You can view some sample recipes on the book’s website above, or in a New York Times article about the book.

Not only are the recipes appealing, but the book itself is very user friendly. Aaron demonstrated keen insight when she recognized that different foods appeal to children of different ages; she chose to divide the book into chapters based on a child’s age instead of by types of dishes. The first chapter, meant for parents of infants, features a series of tasty purees, while the next few chapters are for toddlers (ages 1-2 ½), preschoolers (ages 2 ½ to 5), big kids (ages 5-8), and early adolescents (ages 8-11). Here’s hoping that the tasty dishes in this book will elevate your child out of his grilled cheese rut!

Depression in Teenage Girls

A newly released report from SAMHSA, the national Substance Abuse and Mental Health Services Administration, notes that an average of 12% of girls between the ages of 12 and 17 -- some 1.4 million teens -- experienced a major depressive episode (MDE) in the past year. 

The report utilized information from the 2008 to 2010 National Survey on Drug Use and Health. 

In contrast to the data for girls, the rate of MDE for boys in the same age group was 4.5%. Furthermore, the rate for girls rose from 5.1% to 15.2% between the ages of 12 and 15. Data also indicates that older teens are more likely to get treatment for MDE. About 33% of girls ages 12-14 received treatment while 40% of those ages 15-17 had treatment for their MDE.

The SAMHSA report noted that the increase in MDE in girls coincides with the onset of puberty and urges targeting middle school teens with prevention and intervention efforts to minimize the occurrence of such depression and to mitigate its impact. Pamela S. Hyde, SAMHSA's Administrator noted "It is crucial that we provide adolescent girls the coping skills and social supports they need to avoid the onset of depression, and to offer behavioral health services that foster resilience and recovery if they experience it."

SAMHSA was established by Congress in 1992 and is celebrating its 20th anniversary this year.

The National Institute of Mental Health website has a wealth of information on depression in teens, including a link to a teen focused booklet with answers adolescents may have about the symptoms and treatment of depression.

Photo: D. Sharon Pruitt / Creative Commons

Helpful Tips for College Freshmen

It may still be mid-summer, but it's only a couple of weeks until freshman orientation begins on many college campuses. Along with high tech electronics and extra long twin bedding, there are some items that students with learning or attention challenges need to bring with them to get off to a good start.

Students who take medications for ADHD or for medical or emotional issues need to consider the logistics involved in both taking and refilling their medications. How will they best remember to take their medications regularly when caught up in their busy academic and social schedule? Some helpful tools include a pill tray for those who take multiple medications (which can be set up once a week), a watch or phone with a reminder alarm that is set to go off at the time(s) medications need to be taken, and a designated location in the student's dorm room where medication is both accessible to the student and safe from roommates or visitors.

What about refills? Controlled substances -- which include most medications for attention and emotional issues -- require a new prescription for each month's supply. Families should check with the prescribing physican and speak to the campus health center for recommendations for local pharmacies. Another option is re-stocking during visits home.There is no single best arrangement, but it can take time to procure a refill and the day the student runs out of his or her medication is too late to create an effective plan.

Students with learning difficulties or ADHD who need academic accomodations, such as extended time on exams, should have already been in touch with the campus Office of Disability Services to provide required documentation of their disability and to obtain appropriate accommodations. If your student has not yet done so, make this your first priority, since it takes some time for this process to be completed. You do not want your student to face their first exam without the accommodations needed for success.

There are a number of tools that can benefit all students that are particularly helpful to college freshmen with learning or attention issues. These include: 

• A large white board to keep track of upcoming tasks and to break down extended assignments into workable segments 
• A device for recording lectures. This can be a Smartpen, which can allow the student to link their notes to the recording so they do not have to listen to the entire lecture to get the parts they missed, or a smartphone or other device with a recording feature. 
• A file box, set up with a separate folder for each course. Once a week, papers from each course should be filed and retained for studying for the final exam. 
• For those students who qualify, authorization for access to audio books through organizations like Bookshare or Learning Ally. Most textbook publishers are required to make their materials accessible to students in multiple formats. 
• An electronic or paper organizer. Electronic versions can provide reminders that help keep students on track. 

A little bit of planning can make a big difference for a new college student. Take some time now to smooth your student's start to college.

Photo: Matt Runkle / Creative Commons

Moving Stories of Overcoming Challenges

I recently had the opportunity to attend an extraordinary graduation ceremony at the New York Institute for Special Education, where I am privileged to be a member of the Board of Directors. The Institute, originally founded in 1831 as the New York Institution for the Blind, has expanded its mission to include three distinct programs: the Van Cleve Program, for children up to age 13 who have emotional or learning difficulties; the Readiness Program, for preschoolers who are developmentally delayed; as well as the Schermerhorn Program for students from ages 5-21 who are blind or visually disabled.

Dr. Yellin and Dr. Bernadette Kappen, Executive Director of NYISE congratulate a graduate.

Together with the students, families, and staff gathered to celebrate students moving on to the next step in their education, I got to hear an inspiring speech from Felix Castro, valedictorian of the Schermerhorn Program. Felix, who has been blind since birth, took public transportation to school each day. Felix attended the New York Institute from age five, and is looking forward to using the skills he learned there to help him succeed in his college studies at St. Thomas Aquinas College in Rockland County in the fall. You can read more about Felix and his achievements in a story from the New York Daily News.

The valedictorian of the Van Cleve Program, for children who have emotional or learning difficulties, was Deonjay Yelverton, age 13. DJ told the assembled guests:

 " I never thought I would have the honor of speaking to you today and representing my graduating class, but here I am thanks to everyone’s hard work. I used to attend Northside Center from the age of 6 to 9. Although I did my work, my behavior usually kept me out of class and into the counselor’s office. I used to curse, yell, and disrespect students and staff. Since my mom did not feel that the school could handle my behavior, she decided to look elsewhere.

At the age of 9, I came to the Van Cleve program at the New York Institute. I thought it was a place that could help me with all my subjects and behavior, and the icing on the cake was when I found out there was a basketball team. I felt comfortable and started to make friends.

I’m a day student on level 5 which is the highest level you can earn based on your behavior. I had to work very hard to achieve this goal. Even though I had this level 4 times in the past and lost it, I managed to remain on it this whole school year. Clap for me!!! I’m proud of myself. I’ve made many friends, Cantrell, Nelson, Earl and many more. Little by little, one step at a time, picking myself up when the old DJ came back, I started to notice I was becoming a better person.

With the help of my mom, [and] my coaches, ... I began to mature into the young man that you see today... I know it was real tough at times, but thanks everyone for never giving up on me. I’ve been on level 5 this whole year. My academics and behavior have greatly improved too. Other wonderful things also happened to me this year. I was the captain of the Big Stars basketball team and guided them to an 11-2 record. Way to go guys!!! I received the MVP award. I was even a tutor for the younger ones. While at the New York Institute, I’ve learned that to get respect, you have to respect others. I’ve learned that good things come to those who do well, and I’ve learned that if you try hard enough you can succeed.

After I graduate, my new school will be Greenburgh Academy in Yonkers. There, I will strive to continue to work hard in my academics and be a force on the basketball team.

To my fellow Van Cleve graduates, I hope we stay in touch and that you stay strong and accomplish everything you set your mind to. Ms. Nora used to say, "I can lead a horse to water, but I can’t force it to drink." Stay thirsty my friends and become the best person you can be." 

There are terrific photos of all of the graduates and their families on a special page on the New York Institute's website. It was truly inspiring to hear from the students at the New York Institute and I look forward to attending their graduation ceremonies for many years to come.   

Technological Innovation for Individuals with Reading and Print Disabilities

I spent time this past week in Bellevue, Washington, just outside of Seattle, at the AER International Conference, sponsored by the Association for Education and Rehabilitation of the Blind and Visually Impaired.

Jim Fruchterman

Before I gave my own presentation on Understanding the Individual Learning Needs of Visually Impaired Students, which looked at the professional development The Yellin Center is doing with the New York Institute of Special Education, I had the opportunity to attend a terrific talk by Jim Fruchterman, founder and Chairman of the Board of Benetech. Fruchterman is a former rocket scientist and a 2006 MacArthur Fellowship winner (among other accolades). Benetech grew out of his interest in reading machines for the blind and has grown into an organization that uses technology to address unmet social needs -- from making reading materials accessible to all readers to improving landmine detection.

Fruchterman spoke about Benetech's signature program, Bookshare, which "provides people with print disabilities in the United States legal access to more than 50,000 books and 150 periodicals that can be converted to Braille, large print or synthetic speech." Bookshare's resources are provided free to most students and at a nominal cost to the public. (Read an earlier article from our blog about Bookshare).

Fruchterman discussed his work, and that of Bookshare, in making print media broadly available, not only in Braille, but to individuals with reading and print disabilities and ADHD. He discussed iPad, iPhone, and Android applications directly connecting to Bookshare and spoke about the importance of making all materials available in MP3 format. It was particularly interesting to hear of a major initiative now underway to make visual material, such as maps and graphs, more accessible to those with visual disabilities.

Take a look at the Benetech website to get a full sense of the important work they are doing in so many areas.