If you love to read, you probably can’t imagine why someone would not like to read. But if you talk with kids, or the grown ups they’ve become, it’s not hard to find out why they don’t. Often you’ll find they were treated something like the following when they were learning to read:
First misstep is when we treat kids as little passive dummies that we adults pour “stuff” into. Ain’t so! They have lives, they have interests, they have concerns, they have thoughts about their world. They are involved.
If that’s the case, what happens when we read aloud to them or give them a “bad” book–one that’s poorly written, one that has nothing to do with their lives or worlds, one that in uninteresting? The sheer mechanical act of reading is not enough to make a reader. They probably have the same reaction that children’s book author Jon Scieszka had:
“At school I was trying to learn to read by deciphering stories featuring two lame kids named Dick and Jane. They never did much of anything exciting. And they talked funny. If this was reading, I wondered why anyone would bother.”
“Bad” books would make any thinking child wonder, “WHY bother!” Or to put the shoe on the other foot, what if you were in their position? What if someone gave you books with bad, uninteresting stories to read? After you read one, would you want to read another? Why do we ask our kids to do something that we wouldn’t even do?
There’s too many good books out there with good stories to risk losing a child’s interest in reading by insisting they read a bad one or one they don’t like. Those first years of being read to and then learning and practicing reading are just too critical.
Thanks to Anita Silvey for the Scieszka quote and check out her blog, Children’s Book-A-Day Almanac for a daily dose of “good” stories and books for kids of all ages.
Off my soapbox now,