Recently, I've run across a number of articles that all touch on aspects of growing young bookworms. The first is about how kids prefer to read print books, and how research has shown that kids who have access to electronic devices tend to read less (even if the devices have books on them). The second article is a list of ten tips for parents to encourage kids to enjoy reading, written by a youth service librarian. The third is about how and why teachers should read aloud to older students, and the fourth is also aimed at teachers, discouraging the grading of students' independent reading. Each of these articles spoke to me on one level or another, and I hope that you find them useful.
Margaret Kristin Merga and Saiyidi Mat Roni: "In a study of children in Year 4 and 6, those who had regular access to devices with eReading capability (such as Kindles, iPads and mobile phones) did not tend to use their devices for reading - and this was the case even when they were daily book readers.
Research also found that the more devices a child had access to, the less they read in general.
It suggests that providing children with eReading devices can actually inhibit their reading, and that paper books are often still preferred by young people."
Me: This post is a response to / recap of a recently published study. In addition to discussing the reasons for the results quoted above, it also includes tips for encouraging children to read. The primary conclusions, that kids prefer to read print books, and that access to devices is tied to less reading by kids, matches with my own intuition, and with what I've observed in my daughter. For instance, we have a family rule that she's not allowed to use her tablet in the car if the drive is less than 30 minutes. So, she reads. But if I would let her, she would use the tablet nearly every time.
As for print books, I've just always felt that those would be better for her, and I've never really dabbled in eBooks for her. She likes to see the pictures, and to have a sense of how much of the book is left. She likes to figure out what percentage of the book she has completed (and I would MUCH rather have her figure this out than spot it in the footer on a Kindle). She's also been passing books back and forth with a close friend, something that would be much more difficult for them in digital format.
Well-done: Top 10 Tips for Parents of Kids Who HATE to Read | "Pleasure reading should be just that" + don't judge https://t.co/CLbOp7rsR0
Meredith Hoyer: "3. Forget about progress. In schools, the focus is on progress and growth, as it should be. When you come to the public library, you will notice that we don’t level our books, and that stems from the philosophy of public libraries being a place of informal learning. “My child is at an M level and he needs to be reading P level books but he hates to read and won’t read anything I give him,” a parent might say. It is natural for parents to want to support progress. However, once reading becomes a battle in the home, our best advice is to take a breath, forget about reading levels, and gently guide the child back to a point where reading is comfortable, relaxed and pleasant again. Your child’s teacher will focus on development and progress. Pleasure reading should be just that: pleasurable."
Me: I see a lot of these tip-based posts for encouraging reading, and I share them often. But I thought that this one, written by a youth services librarian, was particularly good. The above quotation gives a nice flavor of Meredith Hoyer's balanced, parent-focused approach. I also especially liked tip 4, about withholding judgement, ending with "If your child chooses comic books, joke books, or Captain Underpants, take the long view and let him/her have fun."
I feel strongly that my job as a parent who wants to raise a child who enjoys reading is to do whatever I can to make reading enjoyable. Meredith Hoyer and I are clearly on the same page about the ways to do that.
Janet Allen: "Television shows vie for the best time slots during prime time; reading aloud is prime time in the classroom because you have used the time to get students engaged. While many factors influence whether teachers choose to read aloud with adolescents, the benefits of establishing reading aloud as an important part of your literacy instruction are well-known. Let’s talk about just a few of the benefits my students and I discovered as we make a case for reading aloud.
Enjoyment: When reading a well-chosen text as a read aloud, you provide readers with a risk-free opportunity to experience the "charm, magic, impact and appeal" (Mooney, 1988) of language and story. It helps them see that text has meaning, especially because their comprehension can often be greater during read-aloud time than when they try to decode text on their own. This results in students being motivated to read more."
Me: I like that this article, on the Scholastic education blog, is specifically focused on reading aloud to older kids, and on the reasons that teachers should read aloud. In addition to the reasons (the first of several is quoted above), Janet Allen offers teachers tips for getting started. The article concludes with a pitch for the author's new book, Riveting Read Alouds for Middle School (with Patrick Daley, published by Scholastic). The book includes "35 engaging read-aloud selections for older students: fiction, nonfiction, poetry, humor writing and more."
While I follow a number of blogging teachers who read aloud to older students, I suspect that this is relatively rare in practice. I think it would be great if this book helped inspire other teachers to give it a try.
Pernille Ripp: "So just like we would never grade a child for how many math problems they choose to solve on their own, how many science magazines they browsed or how many historical documents they perused, we should not grade how many books a child chooses to read. We should not tie pages read with a grade, nor an assessment beyond an exploration into how they can strengthen their reading habits. Number of books read, minutes spent, or pages turned will never tell us the full story. Instead it ends up being yet another way we can chastise the kids that need us to be their biggest reading cheerleaders."
Me: I spoke the other night to a young man who loved to read as a child, but railed against the elementary and middle school AR program. He said that it had kept him from reading the books that he wanted, because either they weren't part of the program, or they weren't at the approved level for him. His arguments were against how the program as implemented affected him as an advanced reader. But me, I was just wondering why we need to be measuring the reading of kids who love books at all. When I was in elementary school I read constantly, with some guidance from teachers and the school librarian. But even the public library's summer reading programs turned me off, because I wanted to just read, not track what I was reading.
Now, I get that not all kids are avid readers, and that there may be tracking programs that help in some cases. And I get that Pernille Ripp's more individualized assessment approach is probably more time-consuming. But still ... I was pleased to see a teacher publicly calling for not grading independent reading. Teachers can find more information on nurturing readers in the classroom in Pernille's book, Passionate Learners.