One way to help: take time to listen

Take time to listen.

       Even on the busiest days, take time to listen to children while they relate incidents. Wait for the child to finish his sentence, and then ask reason- able questions which will help him elaborate. For example, when young John rushes to the kitchen to tell his mother, "The announcer on the radio said a blizzard is coming," a quick display of interest and a further question, "Did he say when?" or "Are you sure he meant here in our section?" not only will establish a fine bond of give-and-take between mother and youngster, but also will indicate to the child that his mother is interested in his stories. Consequently, he is inclined to remain alert, and eager to share. In addition to developing good family and group relationships, such discussions are very important if we want to assure reading growth, because interest in happenings, telling and retelling them, and being challenged, make for good comprehension and a meaningful reading experience. 

       Similarly, when a child calls attention to a picture or article in a magazine or book, stop, look, and listen. This is reading at work in a fine fashion; therefore, recognize it as such, even if it costs a momentary interruption. Or, if an interruption at that time is too costly, say, "Wait a moment," and then, as quickly as possible, take time out to listen. 

       Be reciprocal: share choice items with youngsters. A father might say to his young son, "Here's something in the newspaper today about Jack's father that will interest you," and then read to him, “Mr. O. H. Daniel has been named the new scoutmaster.' " 

       For the younger reader, the beginner who in the middle of breakfast, quite unrelated to anything that has been said, may remark, "I can tell a capital Q from an O," such an answer as, "That's fine," is inadequate. The child wants to relate a discovery. Give him a chance; ask how. Perhaps he will even demonstrate by getting a pencil and paper, yes, to the extent of interrupting his meal, but this is a red-hot moment in learning. Take time for it. 

       Such incidents cannot be planned in advance, but they are too important to pass unnoticed. They help lay the groundwork for talking things over, exploring ideas together, and giving and accepting advice. They help create a wholesome atmosphere for learning. 

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