As one who has worked in the field of early childhood education, I have come to the firm conclusion that children should be allowed ample time to enjoy books and to read for pleasure, until it is firmly entrenched as a habit in their life. There is time enough in later years for literary analysis and criticism and book study guides. In the meantime, it is preferable to let younger children read just for the sake of reading, and to discover the simple pleasures of reading. Of course, I speak also as a homeschool parent. Having just celebrated the 15th anniversary of this endeavor, I consider homeschooling to be a precious privilege. To that end, the subject of reading is equally precious to me. However, having worked in public and private school classrooms, I have witnessed numerous things that inhibit the love of reading from developing. I would like to address several of these “reading inhibitors,” all of which zap the joy out of reading and are therefore to be avoided.
To begin, a common “malady” that zaps the joy out of reading is having an overabundance of activities or things that will prohibit the habit of reading in the first place. In today’s world, we are surrounded by electronic gadgets and games that compete for our children’s time and attention. They are too numerous and too obvious to mention here. Let it just be said that the constant buzz, beep, hum, and whirl of these toys and trinkets will win over a child’s overall attention if they are allowed to. It is our job as parents to make sure our children are healthy. Food for the body and food for the mind are essential. Books, sitting silently on the shelf, are of no benefit. Even when a book is first opened, the words don’t dance off the page. Books must first be introduced and presented in an attractive manner, and then later the words will dance around in the child’s imagination. This is the beauty of books. The habit of reading isn’t instantaneous, but once acquired it is lasting, which is more than can be said for many of the electronic fads and fancies. In today’s consumer society, it is easy for a child to end up with an abundance of toys. Don’t let these things crowd out more lasting joys-the joys of books. Will you allow your child endless and mindless hours of fantasy games and gadgets and TV sound bites? I urge parents to unplug the distractions.
Another practice that inhibits the joy of reading is that of denying children access to books. This happens more often than you might think. I know of first and second grade children who have never been to the library, except for the school library. I know of homes and toddler and preschool nurseries where all books are kept out of reach-even the board books. Do we leave toys out of reach because they might get damaged? No! Toys are meant for play, and books are meant to be read. Yes, the occasional book will be damaged, but the rewards far outweigh the negative consequences. Children do need to learn to respect books, but how can they if they are not allowed to handle them? Children must be taken to the library and given ample time to select a few books on a regular basis. Even more fortunate, is the child who is periodically taken to the bookstore. Buying a child books teaches him the value of books. At used bookstores a single book can be purchased for less than the price of a happy meal. In other words, this does not have to be a budget breaker. Don’t let your child miss out on the joy of books because he has missed out on having books.
Additionally, a common practice that zaps the joy out of reading is when parents or teachers do not allow reading to be an interactive experience. This is especially true with pre-readers and emerging readers. Let me explain what I mean by this. Reading is not a passive experience. When we read, our minds are engaged. Therefore, when we are reading to children, especially children who cannot yet read for themselves, it is vital that we let them engage in the activity. The tendency is to want the child to sit still and listen, and perhaps a portion of this is needed when one is reading to a large group, and control must be maintained. However, this is a great disservice to the child who is learning to listen to language as it is presented in print. As the child listens to the story, he makes discoveries in much the same way that we make discoveries when we are reading. Do you not ever pause to reflect upon something when you are reading, whether it is for pleasure or information? It is O.K. to let the child give voice his observations. He is, in effect, adding to the story. The print is speaking to him and he is speaking back to the print. What better way to give the child the motivation to learn to read when he is allowed to interact with these ideas of the printed page? After all, he is learning that words represent ideas. Let the child make comments and express his ideas. Let him ask questions. Let him turn the pages. Let him join with you when you are reading a familiar book. Ask him what he thinks might happen next-before you turn the page. This is nothing less than allowing for the development of critical thinking skills. I am not saying that listening skills are not important--they are. I am saying that when you communicate ideas to your child through the avenue of a book, let him communicate back to you.
Yet another reading-defeating activity is when reading is used as a punishment. Don’t laugh. I have seen this happen. I worked in one preschool where points were given in accordance to a child‘s behavior. (Behavior modification at its finest). Those with the highest scores were given extra recess time and those with the lowest tallies were condemned to the book corner. What kind of message does this send to children? Certainly not that reading is a valid and enjoyable activity! I trust that most homeschooling parents have figured this out, but perhaps you know a parent who hasn’t. Along these same lines, don’t send a child to his room to read when he is in trouble. Whether the child is in trouble or not, let him choose to read. Reading should always be a pleasure and never a punishment.
One more thing that diminishes the pleasure of reading is when a parent does not allow a child to read for pleasure. Letting a child read for pleasure often entails a child select a book that is below grade level. The tendency is to resist this because we want our child to “perform” at grade level. However, if something is to be pleasurable, it must not be overly challenging; it must be something that is readily accomplished. Think about this a moment. Think about something you struggle with. Is it enjoyable? Usually not! This is not to discount the fact that sometimes books must be read for the information that is contained therein. Reading to learn is a fact of life that cannot be avoided; indeed, it is one of the purposes for reading, but keep in mind that it is only one of the purposes. Let your emerging reader enjoy the books you used to read to him, and other such “easy” books.
I would add a quick disclaimer here. I am not saying to give a child the license to read whatever he wants. In my opinion, this is the equivalent of letting a child watch any TV program he chooses, which is something most homeschool parents would not do! Therefore, I believe we need to be just as discerning when it comes to the books our children read. But back to the issue at hand. I worked out the following deal with my son when all he wanted to read were Hardy Boy books: for every two of these he read, he had to choose one of my “suggestions,” which were usually historical fiction novels. This worked well for us. His horizons were expanded, and he usually enjoyed the books I recommended. But my point is this: allow your child his pleasure reading books, as long as they are not damaging to his soul.
Finally, I don’t think anything frustrates the pleasure of reading quicker than the requirement of writing a book report. Especially with younger students with immature writing skills, requiring a book report is a sure way to turn off the flow of reading. It is helpful to keep in mind that the original purpose of book reports was to “prove” to the teacher that a certain book had been read. This purpose can just as easily be fulfilled by asking questions about the plot or the characters of a book, or by having the child narrate the events of a story. The latter is an especially successful way to find out what a child has digested from a book. He cannot tell you what he does not know! For those who may still be insisting that a book report is needful because of the practice it gives in handwriting, then may I suggest that a writing assignment be given that is separate from reading assignments? Let books are be for reading, not “reporting,” at least in the early years.
These are just a few of the things that can crowd out or zap the love and joy of reading. But this doesn’t have to happen. As a parent, and especially as a homeschool parent, you can sow into your child a love of reading that will reap a lifetime of benefits. Will you allow a place for a quiet nook and a favorite book? (Especially at this time of year when outdoor activities are limited) It is my earnest desire that every child be given this opportunity. Make a pot of tea or hot cocoa and let the reading begin!
Yvonne Mutch, Copyright Spring 2003 |
