In my
last post, I wrote about the program that I have used to teach my kids to read and which I credit with providing the foundational work for their reading success. Our school has three proficient readers plus one learning reader and one pre-reader. My experience is somewhat limited by the size of my family but because they all have such different personalities and learning strengths and yet all excel in this area, I thought it would be helpful (to someone?) to lay out the common factors I think contribute to reading success.
The primary contributing factor is what might be called a
Culture of Reading within the home. When reading becomes such a common and positive activity in which little ones long to participate, the problem of motivation becomes a non-issue. Homeschoolers have a huge advantage in this area because reading isn't just a separate school subject but can easily become a regular source of joy and comfort. There is no one around during those early lessons to poison their mind with words such as "I hate reading!" The opportunity for positive encouragement and example is constant.
When my oldest son was six-years old, he was already reading many books with very few or no pictures. His 4-year old sister would watch him sit in the rocking chair for hours staring at those pages. When he left that chair she would race to it, pick up the book and study it, trying to figure out what the tremendous attraction was to all those tiny black markings. Naturally, she desired to participate in this activity that her beloved brother so often engaged in.
Each subsequent child has had a similar response to the reading interests of the older siblings. When asked if they would like to learn to read, the instant and enthusiastic answer is always "YES!!" They feel that they are about to take hold of a beautiful treasure!
Another way that reading becomes a positive activity in the home is when it is a primary indoor (and often outdoor) leisure activity. It is given the time and place to blossom and take hold of a child's heart and mind. That means that television must have an extremely limited presence in the early development of interests. During later years, it must not be allowed to stunt interest that developed early. Many families I know limit television watching to only preselected videos allowed at limited times. Aside from keeping a lot of visual and audio trash out of the Ecclesiae Domestica, it also creates an environment that elevates the profile of the family book shelf.
Even my most active child (the one we call "Crash" with good reason) will spend an hour or two reading of his own volition. Of course, energy that must be burned off following these sessions is extreme but I'm hoping that more balance will be achieved as he matures!
I suspect that I'm mostly preaching to the choir on these issues but I do have one additional recommendation that some do not agree with me on...
I recommend limiting the reading of secular grade school level chapter books. By this, I mean books or book series' in the style of those written by authors such as Beverly Cleary or Judy Blume. I disagree with educators and parents who are happy to have reading as an end in itself. The common indication of this mindset is the statement "Well, at least he's reading." Something. Anything. That's the idea, right? I don't think it is.
Why do we teach reading? What is the purpose of developing a love and proficiency for reading? We all agree that reading has a rightful place among pleasant leisure activities. As Christians, we also know that it's primary role is to serve the highest end of man by providing rich food for the mind and soul. We should be working to bring our students to a higher level of skill and comprehension than these books promise.
By the time a student reaches high school, he should be able to read, comprehend and even enjoy the works of important historical figures, great classics of Western civilization, significant documents of state, and non-fiction literature relevant to their faith and the Sacred Scriptures. They will not be able to accomplish this task if they have been prepared with years of a steady diet of fluff.
Please note, I am not saying that fluff is always bad or inherently evil. I am saying that it is attractive, addictive and distracting and needs to be extremely limited. In other words, a steady diet of Harry Potter or even American Girl books will not develop the mind but only keep it blissfully stagnant or improperly directed.
I can hear some adults now..."How boring! What high schooler wants to read that stuff?" I suggest that, just like children, we adults dislike reading what does not come to us easily. Children who hate reading hate it because it is difficult and consequently unpleasant. Adults who hate reading adult level literature suffer from the same problem. We either lack the fundamental skill and vocabulary or we are not accustomed to taxing ourselves with challenging subject matter.
My 12-year old son is well on his way to surpassing me. He reads tomes on things like chess and the details of historical battles the way I used to read
The Babysitter's Club and can't understand why I don't want to read them, too. The other kids are hot on his heels. I'm not a genius. They are not geniuses. They simply have been given the tools and environment that allow their reading abilities to grow to capacity.
When my son was in the 5th grade, he was reading (and thoroughly enjoying) Charles Dickens, Louisa May Alcott, Jules Verne, and Tolkien. All of his grade level peers attending local Catholic schools (with whom he played sports) were all reading
Diary of a Wimpy Kid as part of their coursework.
So, how do we help our kids make the jump from beginning reader to readers of good books? I admit that it is a challenging stage with the largest dearth of options. But it also should be a relatively short period of time. It is a mistake to allow that brief period to extend to an entire childhood. If we navigate careful and thoughtfully during this brief window with a concrete goal in mind, we will be able to give our children the gift of an enjoyable and mature level of reading.
I hope to soon post a list of our reading favorites and staples by approximate age levels. It sounds like a lot of work to me (!) but it will also help me organize our own library for our up-and-coming readers.