By | Categories Choices | November 7, 2018

There is no way it can be stressed enough: the benefits of having books in the home are crucial to future reading success. Think about your children’s toys. If there are toys in the house where children have access, they are going to play with them. The same holds true with books. The easier it is for children to access books, the more likely they are to read and interact with them. And the more they get used to them being around the home, the more they will ask for them.

Building your own home library can be intimidating. Books can be expensive; you cannot always be sure of what your children will like, and there is the big question – how do I afford to get all of these books? This is especially important since many studies show that low-income families benefit the most from home libraries. Such libraries give children easier access to books.

Many parents of low-income families work multiple jobs and odd hours. This makes it difficult for them to get their children to libraries or other places that may have free access to books. School libraries help, but only if students go there frequently. Having a robust library in the home means that there is access to books all of the time. All your child needs to do is grab the book he or she likes, find a comfortable spot and start reading!

What are the best strategies for building a home library? Here are a few:

A house with books in it has a long-term impact on building lifelong learners. They gain grade levels over time, improve their literacy, and are shown that books are not just for the classroom or homework. But compiling a library of books is not something that can be done overnight. With patience and a keen eye for a good deal, you can have a home library your child will be able to gravitate to when looking for a good book to read. And you will be helping to build the love of reading in a student.


By Leib Lurie | Categories Choices | March 30, 2018

Sitting down with a good book for pleasure is much different than sitting down to go over tax documents or reading a book that you are analyzing for a paper. Readers relax when they read for pleasure. They make a comfortable space and do all they cannot be interrupted while they devour tales of trips to far off places, unlikely romances, and conflicts for the heart of the world. It can be about historical figures that made a significant impact on society or events that changed the direction of society. Reading for pleasure does not have to be fiction!

Reading for pleasure starts with the adults. Administrators, teachers, and parents all have to show that reading is as much a fun activity as it is a necessary activity. Any teacher, even math and science teachers, can read to young students at the beginning of class. Let the parents know what their child liked, and did not like, and help them build a library at home. Or encourage students to go to the school or community library and find books they love.

What reading for pleasure has to be, though, is self-selected. Teachers and parents who hope, or make, children read books outside of class that are “better for them” blunt some of the pleasure otherwise found in the book. As children’s book author Neil Gaiman once pointed out in a speech about libraries,”Do not discourage children from reading because you feel they are reading the wrong thing. Fiction you do not like is a route to other books you may prefer.” It is a route to other benefits as well.

Reading for pleasure does not make them better at reading; it makes them better at learning. The British Cohort Study (BCS) found that children that read for fun are not just better at reading and English, they are better at all subjects. On a longer timeline, they have a better vocabulary as adults as well. In fact, whether or not a child reads for pleasure at a young age can have more impact on their educational growth than socioeconomic status.

Another benefit that reading for pleasure has uncovered is better empathy and decision making. The stories that people read often show characters interacting in a variety of situations. Children get so engrossed in the book that their brains would react as if the events were happening in the real world. A fourteen-year-old who participated in one of the studies commented that “sometimes when big stuff happens in my life, I’ll think about what my favorite characters would have done, the ones I admire most. … They all have different approaches, different ways they approach things, and then I try to apply that to my life, to see which way works for me.” The situations they see in books give them social clues to how people react to various experiences.

This understanding of socialization does not just come from what they are reading. Like any other hobbyist, readers often interact with other people that love reading. These interactions help students develop social skills at a young age. Students learn how to share opinions at a younger age as well as building their understanding of other cultures and perspectives.

Extending that love of reading to the home is equally important. Have books ready to be read at any place around the house. Instead of watching television, have a family reading night. Once your children are reading on their own, spend time reading books you like with them for pleasure. It can encourage them to ask about the book and possibly introduce them to a whole different subject or series!

Reading for pleasure has benefits that go beyond the scholastic. By giving students choices about what they want to read, a lifelong reader is created. Practice allowing your child to read what they want and see where it takes them!

 


By | Categories Choices | Educators | December 14, 2017

Strategies to get students to read more have many similarities to strategies for getting children to eat more vegetables.

Much like vegetables, when it comes to getting children to read, giving them the ability to choose what they want to learn will get them to read more. Choices, like reaching for carrots instead of chips, put children into a situation where they are encouraged to perform the task that is better for them makes them more interested in doing the work.

A 2010 article by Jenna Cambria and John Guthrie offer choice as one of the key motivating factors for getting students to read.

This is not to say that everything they read has to be their choice. Lessons can be broken down to give students options for how they approach the material. What character are we going to read about today? Which lesson are we going to learn? Who wants to be the reader for specific pages?

Offering choices give a certain amount of ownership. The teacher is still controlling the direction of the class, but the students have a small say. That small investment keeps them interested in the subject at hand.

Reading about something they have selected keeps students motivated on the topic. Required reading can be a drag. It is a challenge to keep students moving forward in a book they show no interest. Even if the book is required reading, there are ways to give students a choice. Like becoming an expert on one of the topics or characters. This gives them some power over the assignment, giving them the encouragement to keep reading.

When students have the opportunity to read for pleasure, offering a wide selection of books is critical. Children today have dozens of options for how they can spend their time. Choosing the books they want to read puts that activity to the top of the list. Spending time reading for pleasure, on a topic they enjoy, encourages them to read more. More frequent reading offers a wide variety of benefits, including building a more extensive vocabulary. While having a library in the home is ideal, introducing students to the school library and the public library will help with that diversity of options.

When students read, they want the experience to be more than a required activity they have to perform. The material they are reading should be something they enjoy, not a checkmark in a box. They do not want it to be eating their vegetables because they have to. Vegetables are best when they taste good or make the meal better. Giving the students choice in what they read, either in the narrow terms of a lesson or the full range of shelves in a library, bring students closer to becoming readers that are always looking for their next book!