How Reading Happens

"What makes it tick?"

        It may be shocking, but it is true; children are eager to learn. They want to be up-to-date. Taking a toy tractor or clock apart to see what makes it go, examining the contents of Mother's pocketbook, hanging around a drugstore, and eaves-dropping on adult conversations are indications of children's eagerness to learn. To some adults, these may appear to be examples of bad behavior. Not so. They are demonstrations of ways of learning. 

       Furthermore, children are eager to be independent, to manage their affairs for themselves. Too often we think a child must be led step by step, dictated to constantly, and cajoled or coerced when he balks. Not if he has been properly guided and is healthy! A normal child is full of zip, eager to show his competence. He pushes off the aiding hand of his father and mother at sixteen months and tries to feed himself, or he puts on his shoes at two, or he drives a car at twelve-parents and law permitting. He will even insist on learning to read! That is, he will if the learning climate is right. 

       Have you observed the three year old leaning over a comic sheet spread out on the floor in front of the seven and nine year olds? He is not reading, but he wants to be a part of this seemingly important business. Or have you been amused by a toddler poring over a newspaper, even muttering jumbled sounds to himself? What he sees or thinks you may not know, but reading a newspaper (or online) is something intriguing that adults do, so he, too, practices it. Imitating the conduct of elders, parents and older brothers and sisters, is not simply a babyish or amusing act, it is a powerful force in learning. And certainly it is a powerful force in helping a child learn to read. An eleven year old boy, urged by his teacher to spend his spare time in reading rather than dawdling, said, "Well, if reading is so important, why don't you ever read around here?"

       This question should make us back up a bit and examine the patterns which we, as parents and teachers, are setting before children in this matter of the use of reading. Do we demonstrate our belief in its value by looking forward eagerly to reading opportunities? Do reading materials have a regular place in our home? Do we share juicy bits, exciting findings, and points of interest with others? Or is reading such a rare experience in our lives that whenever it occurs it creates a stir, as it did for Julie? Julie rushed out of her home one Sunday afternoon to greet her two waiting pals with, "Guess what? My daddy is reading a book!" Can you recall the surprise you experienced when you discovered your teacher had to go to the encyclopedia to look up some information, or to the dictionary to look up a word? If this was true, then you were in a situation where learning through reading was a compulsory business for children, but one which was no longer required for adults. 

• Learning to Read and Write: Developmentally Appropriate Practices for Young Children (PDF) by NAEYC
• Reading with your children sets them up for a successful future, study successful future