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Reluctant Readers No More
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From: Angie Miles <readingam_at_prodigy.net>
Date: Thu, 17 Feb 2011 21:33:17 -0800 (PST)
"Reluctant readers" may have been accidental as a topic initially, but I have thoroughly enjoyed reading these posts. I found myself nodding vi gorously or wanting to applaud most of the comments.
It seems to me there are two primary forces at work when children blossom i nto avid readers:
1) Proficiency to make independent reading possible 2) Sufficient engagement over time to awaken the desire to read
Even when there are physiological challenges to acquiring proficiency, prof icient reading is still possible for virtually every learner. The more FUN this process of becoming proficient, and the stronger the book's connec tion with the learner's emotions and experiences, the better. This is wh y poetry, reader's theater, fairy tale variations and series books are so p opular and effective in helping beginning and struggling readers attain or at least approach mastery. These texts typically provide enjoyable int eractions. And when the text is below the learner's instructional level, the sense of confidence garnered from successful reading often breeds the desire to read more.
What engages potential readers? Yes, there are some fairly universal the mes: animals, humor, the bizarre and justice... but most of us respond f avorably to social opportunities with books... reading aloud, literacy-link ed performances (again... reader's theater and poetry), guest reader visits from "the wild" demonstrating that reading is for everyone, author talks (such as when Jane Yolen spoke about Dove Isabeau at my Governor's Schoo l program in 198...?), and repeated opportunities to feel successful with books (e.g. high-interest books below the learner's instructional reading level), and students sharing their own writing and book reviews... all grea t... when we allow students choice from among books that they can actually read and that appeal to them intellectually and/or emotionally.
When I work with a classroom teacher to create a reading-conducive climate, my primary question is how to create a relationship between a reading-relu ctant learner and a book...just as I might nurture a friendship between two people. In an elementary classroom, I might suggest going to the school and/or public library and putting together a text set related to a current unit of study. Place these books COVER-OUT on display and read from at least one every day. I'm introducing the child and the book in a non-thr eatening way. Allow the students independent reading time during which t hey can CHOOSE from among these pre-selected books. All these display bo oks will quickly become rock stars in the classroom. Make a list of the great books you've read together as a showcase of classroom accomplishment. Allow a book or an element from a book to prompt student writing. Le t them talk about their work and display it and genuinely feel connecte d to the characters or the author...and proud of what they've done.
As students get older, we are often so focused on rapid progress and outcom es that we rush them out of picture books. Why? C.S. Lewis said that if it's worth reading as a child, it's worth reading at 50. Picture book s are some of the BEST bridges to novels. Share Mysteries of Harris Burd ick or Pearl Moscowitz's Last Stand with a group of teens and see if they don't pay attention.
For those of us who value and respect reading and who are serious about ins tilling this passion in our young people, we have to understand what tends to be universal in creating positive relationships among all of us as human beings... as we nurture positive relationships between children and books. Then we must observe and listen to each child (intelligence(s), learnin g style, known interests, cultural and family influences, talents, challeng es, etc.) to fine-tune the fit. If we can get them to make friends w ith one book... and then a couple... eventually, books become attractive. .maybe even irresistible. I've witnessed it over and over again as non-r eaders become readers, despite great odds.
Angie Miles HAPPY Reading www.happyreading.org
Received on Thu 17 Feb 2011 09:33:17 PM CST
Date: Thu, 17 Feb 2011 21:33:17 -0800 (PST)
"Reluctant readers" may have been accidental as a topic initially, but I have thoroughly enjoyed reading these posts. I found myself nodding vi gorously or wanting to applaud most of the comments.
It seems to me there are two primary forces at work when children blossom i nto avid readers:
1) Proficiency to make independent reading possible 2) Sufficient engagement over time to awaken the desire to read
Even when there are physiological challenges to acquiring proficiency, prof icient reading is still possible for virtually every learner. The more FUN this process of becoming proficient, and the stronger the book's connec tion with the learner's emotions and experiences, the better. This is wh y poetry, reader's theater, fairy tale variations and series books are so p opular and effective in helping beginning and struggling readers attain or at least approach mastery. These texts typically provide enjoyable int eractions. And when the text is below the learner's instructional level, the sense of confidence garnered from successful reading often breeds the desire to read more.
What engages potential readers? Yes, there are some fairly universal the mes: animals, humor, the bizarre and justice... but most of us respond f avorably to social opportunities with books... reading aloud, literacy-link ed performances (again... reader's theater and poetry), guest reader visits from "the wild" demonstrating that reading is for everyone, author talks (such as when Jane Yolen spoke about Dove Isabeau at my Governor's Schoo l program in 198...?), and repeated opportunities to feel successful with books (e.g. high-interest books below the learner's instructional reading level), and students sharing their own writing and book reviews... all grea t... when we allow students choice from among books that they can actually read and that appeal to them intellectually and/or emotionally.
When I work with a classroom teacher to create a reading-conducive climate, my primary question is how to create a relationship between a reading-relu ctant learner and a book...just as I might nurture a friendship between two people. In an elementary classroom, I might suggest going to the school and/or public library and putting together a text set related to a current unit of study. Place these books COVER-OUT on display and read from at least one every day. I'm introducing the child and the book in a non-thr eatening way. Allow the students independent reading time during which t hey can CHOOSE from among these pre-selected books. All these display bo oks will quickly become rock stars in the classroom. Make a list of the great books you've read together as a showcase of classroom accomplishment. Allow a book or an element from a book to prompt student writing. Le t them talk about their work and display it and genuinely feel connecte d to the characters or the author...and proud of what they've done.
As students get older, we are often so focused on rapid progress and outcom es that we rush them out of picture books. Why? C.S. Lewis said that if it's worth reading as a child, it's worth reading at 50. Picture book s are some of the BEST bridges to novels. Share Mysteries of Harris Burd ick or Pearl Moscowitz's Last Stand with a group of teens and see if they don't pay attention.
For those of us who value and respect reading and who are serious about ins tilling this passion in our young people, we have to understand what tends to be universal in creating positive relationships among all of us as human beings... as we nurture positive relationships between children and books. Then we must observe and listen to each child (intelligence(s), learnin g style, known interests, cultural and family influences, talents, challeng es, etc.) to fine-tune the fit. If we can get them to make friends w ith one book... and then a couple... eventually, books become attractive. .maybe even irresistible. I've witnessed it over and over again as non-r eaders become readers, despite great odds.
Angie Miles HAPPY Reading www.happyreading.org
Received on Thu 17 Feb 2011 09:33:17 PM CST
