MORE BYL INFORMATION
BOOKS FOR YOUNG LEARNERS
This ever expanding
collection currently contains 174 titles in English
in and 82 titles in Spanish, all are 8, 12, or 16 pages. Books for Young
authentic adaptations from English. The English/Spanish
provide the same book in English and Spanish so
can read along as their children learn to read.
They are ideal for
ESL, ELL, LEP
and bilingual programs.
The Books for Young Learners
collection is a broad literacy framework
for developing readers and writers who think critically and
effectively. The collection comprises stand-alone books that
complexity and concepts and complement each other. The individual
in the Books for Young Learners collection support
teachers in developing
skills in young students. All of the nonfiction titles in the
collection are correlated to Common Core State Standards.
Books for Young Learners are charming valuable books, appropriate
instructional use with emergent, early, and fluent readers in
Each BYL book has a title-specific Book Note with additional
that are uniquely tailored to each individual book's purpose,
illustrations, story line, and more. Comprehension Prompts are a
new feature that
enrich and extend a child's experience with each book, and serve to
creativity, motivate and accelerate ALL children. These are
available free of charge
to download or print. Book Note
with Comprehension Prompts
Before publishing, a book is first trialed
in a black and white version with
teachers and children in American schools. Results of the trialing
refinement in text and illustrations.
For more detailed information about each book in the collection see
detail pages for each book Alphabetical
Books for Young Learners offers variety of trim size and formats
genres of writing. The books are uniformly high quality exploration
of topics of
interest to young children worldwide.
Richard C. Owen Publishers, Inc. first became involved with 'little
books' in the mid 1980s. Marie Clay was in the United States
piloting Reading Recovery in Columbus, Ohio. Richard Owen met Dr.
Clay when she came to New York University to give a seminar about
Reading Recovery. She expressed difficulty finding
appropriate books to use with children. Richard contacted the New
Zealand Ministry of Education and made arrangements to bring over
their National Reading Program.
That connection was the start of a relationship that lasted ten
years. We had the opportunity to work with representatives of the
Ministry and to learn from them how they approached developing
resources to use with children. One of the first lessons we learned
was that Books children are exposed to in the classroom should
reflect qualities they will find in libraries and bookstores.
We took the idea to heart when we started publishing Books for Young
Learners (BYL) in 1995. Our books look like trade books. They have
different trim sizes, different cover designs and text designs, and
different type faces, both on the covers and on interior pages.
They do not look like a reading series!
The New Zealanders also taught us to Start with Story. The
first criterion we use when selecting manuscripts for publication is
to ask the question, Does it have charm, magic, impact, and
appeal? We want our books to invite readers and engage
readers and hold their attention. We ask Will the book
withstand repeated reading? And we consider whether chunks
of language and meaning from the story will resurface at later
times. When that happens it is truly magical.
Additional considerations include Is the idea worthwhile? Is the
story's shape and structure appropriate? Is the language
effective? Is the story authentic? Is diversity
represented? Do the illustrations help the
reader gain meaning from the text? The final question, Is
the format of the book appropriate? brings us back to issues of
trim size and design.
If we think we can meet our goal to Start with Story, we can
begin the work of identifying teaching points and developing
We want our published books to embody the qualities of the best of
juvenile trade books, but also provide teachers with abundant
opportunities to help children become skilled, competent, and
enthusiastic readers. We hope you agree.