‘It’s boring.’
’It’s too hard.’
’What’s the point?’
If you have a reluctant reader in the household, chances are you’ve heard them say at least one of the above when you’ve encouraged them to pick up a book. But does it really matter if your child doesn’t read?
The research shows us that reading for pleasure is important in the development of our children. Why?
It broadens their vocabulary (which in turn strengthens their speech and language skills)
it improves their general knowlege (not only do they learn from books, but the world around them is more accessible- think signs, internet sites, instructions… once a child can read they can begin to educate themselves and pursue their own interests)
it helps them learn and understand more about different cultures (which in turn can lead to increased interest in the world around them and increased tolerance and respect for others)
it develops their imagination (which in turn fuels creativity and promotes flexible thinking)
it can actually develop self confidence (not only do they have confidence in their reading skills and the heightened independence this gives them, it also widens their world out to learn about others who might be going through similar experiences to them and can reduce feelings of isolation)
and of course, if a child is reading, they are more confident in how they approach learning tasks in school.
But what can you do? If you are a reluctant reader yourself, it can be especially intimidating trying to help your child read. The good news there are some straightforward things you can do to turn your child’s reluctance around.
The best starting point is to listen to how your child feels about reading. This will help you figure out what you can do to help them. Here are some tips to get you started.
’I’m bored’
Sometimes ‘I’m bored’ is another way for a child to say ‘It’s too hard’ but let’s assume that they mean, in this instance, it is just a bit boring for them, what can you do to make it more interesting?
Ensure there is a diverse range of reading materials available in the house- magazines, comics - it all counts. If you can, give child a book budget each month so they can pick their own reading material (for younger children, make an event of having a ‘book day’ each month where you go together to buy a new book or get new books from the library - let your child pick some of their own!)
Show you are interested in reading (if you aren’t, fake it ‘til you make it) by reading around your child. Pick up a book, newspaper, magazine - again, it all counts. And then chat about what you are reading with your children about something you found interesting.
Read with your child. If your child is quite active, sociable or outgoing, then the idea of sitting by themselves in a room can seem quite strange. So make it more sociable and engaging. For example, why not cycle to the park with a few snacks and a book to read together when you get there? Crack open the juice and have a nosey through a book together.
Extra tip: you can take advantage of ‘dead time’ for example, riding in the car, (or sitting on the loo!) by adding a few books. Make a habit of travelling with a few books of interest in the car and if you want, pop a couple in the bathroom too. In our house, toilet training was enhanced by a stack of books by the throne, and our three year old still has the odd extended sit there while he pores over a few books. We always take one with us to the doctor’s surgery, dentist - basically if you have a bit of a boring wait coming up a book can help to pass the time.
’It’s too hard’
For some children, reading does not come easily. This might cause you to think about whether there is an underlying learning difficulty and if you have concerns then definitely organise a meeting with your child’s teacher to explore this further.
In this age of technology there are lots of things you can do to make reading more accessible. For example, listening to audiobooks (with and without the text are both good. Long car journeys are a great time for this). This helps a child read books that his or her peers are reading and so won’t miss out on the story, vocabulary and discussions that are going on.
Teach your child how to choose an ability-appropriate book through the 5 finger test. Open the book in the middle. Read down one page, and raise a finger for each word on the page you can’t read by yourself.
o No finger/one finger: this book is easy for you. Have fun!
o Two fingers: you can read this book mostly by yourself. Enjoy!
o Three fingers: this book is challenging for you, but you might still enjoy it. Try it!
o Four fingers: This book will be very challenging. Read with a partner or someone nearby who can help you.
o Five fingers: This book might be too difficult right now. Save it for later or read with someone who can help you.
There are also stockists of books that are age-appropriate content-wise but a bit easier to read. This is really helpful as often when children who find reading difficult pick up books they are able to read, the content is for younger children and therefore has little interest for them.
Take the pressure off. Don’t enforce reading time beyond what your child is being asked to do for school. The more your child feels under pressure, or feels like they are failing you, the more negative associations they will have with reading. If your child is becoming tearful, angry, withdrawn, or their behaviour is more challenging, then these are strong signs that this is a big issue for them. Rather than being pushy, take the heat off, listen to how they are feeling and empathise. And speak to their teacher to come up with a plan. Every school has a Special Educational Needs Co-Ordinator who has lots of training and experience to support children with a range of difficulties, including reading. You can request a meeting with them for advice and support.
’It’s pointless’
School reading series can, for some children, feel pointless. They mightn’t connect with Biff, Chip and Kipper. They may not see the point in reading fiction books. If this is describing your child, then it is really important to follow their lead. Find out what they are interested in and what they could be reading to develop this interest further. For example, if they are into football, encourage them to browse the magazines and pick a sports one. Read a biography with them of one of their favourite footballers. Or go online with them to find out facts about their favourite tournament or team.
Give your child some responsibilities that will involve them reading. For example, getting a travel book or going online to help plan a holiday. Or giving them a written shopping list for the shop. It can be exciting for a child, old and young, to plan a local day trip. Encourage them to research bus times, costs, menus etc to plan a day out for the whole family.
When your child asks you a question and you aren’t sure of the answer, use this as an opportunity to be detectives together. Work together to look at books or browse sites that can help you answer their question. They learn so much more from this than by you popping on the phone by yourself to find out what you need to know.
And finally, remember that it’s never too early to develop an interest in books. Have lots of books in your house. Read books in front of and with your child. Show interest in the books they show interest in- even if it’s just a bath book. Reading with your child and making space in each day for reading together will set a strong foundation.
And it’s never too late to discovering pleasure in reading, so don’t give up on your teenager - or yourself for that matter!
Resources/further reading that I found helpful:
‘100+ Ideas for Supporting Children with Dyslexia’ (by Gavin Reid and Shannon Green)
‘7 Keys to Comprehension’ (by Susan Zimmerman and Chryse Hutchins)
If you have any specific questions or concerns about your child’s reading feel welcome to get in contact and talk it through with me.