How do I raise a reader?

‘Reading’ – what feeling does this word evoke in you? To most of us, reading may mean being transported into a whole new world of bliss, marvel, and discovery where time stands still. To many, it may also mean frustration, boredom, and overall a tedious chore. But if you were given a chance to decide on which one of these feelings your child could associate with reading, what would you prefer? I think I heard you loud and clear. No matter what image comes to your mind, it’s probably rich with a pleasurable association!

Children who read are likely to excel at academics, but there is much more to the picture than just that. The National Academy for Education Commission on Reading, USA declared that reading aloud to children, is the ‘single most important activity’ for ensuring success in learning to read. Have you heard of the saying, ‘Early readers become better readers?” Well, let me tell you myths like these not only pressurize parents but are convincingly deceptive disguises that give birth to a whole generation of anxious parents. Through this write-up, I’m hoping to debunk some of these myths and inform you of simple and happy ways of inculcating the habit of reading in your child.

What happens in a child’s brain while reading?

I have always found it endearing that my daughter gets so involved with a book when we read to her. Her understanding of the story spills over into play and daily life. She amazes us with her vocabulary, imagination, and creativity. My husband and I have both grown up to love books. But life took over and we struggled to find time to read for pleasure. We ended up reading more for professional development and less for ourselves. Albeit that has changed drastically after the birth of our child. Reading for pleasure has become the mainstay now.

Reading requires an integrated effort between the visual, auditory (hearing), language, and cognitive (comprehension) areas of the brain. Let me present to you what my research has unearthed.

1) One of my favourite studies is by Dr. John Hutton who is a pediatrician and a researcher at Cincinnati Children’s hospital. His research focus is to better understand the impact of home reading and emergent literacy in young children and early brain development supporting this process.

He was the first to use functional MRI (fMRI) on preschool children (age 4) to find that there was increased connectivity between and among the areas of the brain that perceived vision, imagery, and language when they were exposed to illustrated / picture books. In short, there was better teamwork (integration) in the brain than when children watched animated cartoons or listened to audiobooks.

In this study, the kids were grouped into 3 groups. One group heard audio stories, the second group watched an animated cartoon, and the third group read illustrated books by renowned Canadian author, Robert Munsch. While the children paid attention to stories, the MRI machine scanned various areas of their brain to check activation for connectivity between these areas.

The study found that in kids who heard stories, the language networks in the brain were activated. But the children strained to understand the story and overall, there was less connectivity within the brain.

On the other hand, in children who watched animated cartoons, there was a lot of activity in the audio (hearing) and visual centers but truly little activity in the other parts of the brain.

In those children who read books though, the level of comprehension of the story was the best and with image clues, there was increased activity in all the relevant areas of the brain.

Hutton also concluded that the animation was doing all the work for the child in the second group. The child’s ability to ‘understand’ the story was the worst in this condition.

2) Neuroscience has proved that the number of words an infant is exposed to, has a direct impact on vocabulary and literacy, whether the infant understands the content or not.

3) Some latest research also suggests that children who are read to at home, are better at controlling impulses, paying attention, setting goals, and figuring out how to achieve them.

Is reading literacy?

Well, you would assume it is. But in fact, although reading and literacy are related, they are not the same. Learning to read is a milestone, and is quite different from some other milestones in a child’s life like crawling or walking, etc. Literacy (learning to read) requires vocabulary, storytelling abilities, phonological awareness, and deciphering the written code of alphabets. It is the ability to distinguish between pictures in a book and real objects, identifying letters from squiggles and designs, and learning how to sound out printed words.

We have been reading to my sweet pea since she was 3 months old, but only recently she began to recognize the fact that letters make up a word. However, the ability to read independently and integrate the various parts of the brain does not develop until the age of 4 and continues to develop thereafter. The natural window for when a child learns to read is anywhere between 4 to 8 years of age. Did you notice how wide that window is?

'Early readers become better readers’ is in fact a myth and learning to read early has nothing to do with being able to fully ‘understand’ the content being read.

As children’s book editors and authors of the book ‘How to raise a reader’ put it, ‘School is where children learn that they have to read. But home is where the children learn to love to read’.

There is abundant research to show that reading doesn’t just happen when school begins, but that many literary experiences before that, prime the child to emerge as a reader.

So how do I develop the love for books in my child?

Reading to babies and infants

1) Reading aloud to babies can begin as early as the newborn stage, or even in the womb. Newborns lack focus and their eyes may wander over the book. It is not until 3 months that babies become more aware of being read to.

2) Babies enjoy listening to the sound of a parent’s voice. The soothing cadence of a sentence being read is like music to their ears.

3) The type of books doesn’t always matter at this age, as babies pick up emotions and tone of voice more than words.

4) Reading can be made enjoyable at this stage by using a sing-song voice, varied expressions, and even silly voices if you wish to catch the baby’s attention.

5) Babies can be easily overstimulated, and reading must be in short bursts throughout the day including bedtime reading instead of making it a focussed activity.

6) By 6-7 months, a baby begins to grab the picture out of a book as if to pull it off the page. This is when he/she learns that pictures are not real objects, but the representation of objects.

As much as I would have loved to read to my baby girl earlier than 3 months, the first months simply flew by as she and I took that time to understand each other. We preferred board books and cloth books to paper because of their durability. My little one chewed more and read less.

I made books accessible to her all around the house. I would put out cloth books, alongside her toys so she could explore freely. When she grew older, I had a tiny bookshelf for her, and she would pick a book randomly while playing. To me, providing access was more important than the actual reading.

Babies love routines and familiarity. We made sure that we read before naptime and bedtime regularly. Even today, blending this into our routine has made reading an everyday activity and no special effort is required to create room for reading in our day. We read books that had familiar pictures such as faces of other babies, strollers, bathtubs, cribs, etc. I still remember how excited she would be when she was able to recognize the pictures and tie them to her own life.

‘Lift the flap’ books were a hit when she turned 4 months old and I would often combine reading with tummy time. ‘Touch and feel’ books gave her an opportunity to explore her senses, and she would flash a sweet smile whenever a cloth book crinkled in her tiny hands. We explored many textures, smells, and tastes through a wide range of board books at this age. She even had bath books and it was incredibly cute watching her splash in a tub full of colourful toys and books.

To grab, chew, throw, and fondle are all ways of sensory exploration and manipulation, and this is what ‘reading’ is to a little one.

Reading to toddlers and preschoolers

It was amazing to see how my munchkin’s interests changed when she became a toddler. She was now more interested in the colours, numbers, shapes, manners, social and emotional behaviour, etc in books which were her introductions to a lot of useful facts about her world. We had slowly begun to create roots of empathy and insight. Literary experts talk about the need for a child to be exposed to books that are both ‘mirrors’ and ‘windows’ – some teach the child about his/her own emotions and some talk about how others feel.

The books we have on our shelf expand my little one’s world. While books can tell stories, they can also convey powerful messages and we try our best to veer away from stereotypes. Books like ‘Dear girl’ by Amy Krouse Rosenthal, ‘What does it mean to be global’ by Rana DiOrio, ‘Say something’ by Peter H Reynolds portray girls as being assertive and active. Similarly, books like ‘Giraffes can’t dance’ by Giles Anderae and ‘Have you filled a bucket today?” by Carol McCloud teach life skills in a subtle but effective way.

Quick tips

1) Develop rituals around reading. Naptime and bedtime reading is part of familiar routines and the easiest possible way to guarantee reading every day. Pick a book that usually has a peaceful ending at bedtime to wind things down.

2) Type of books in the early years:

a) A young baby who is unable to decipher colors may benefit from books that have large black and white patterns

b) A touch and feel book is a good way to introduce different textures for a satisfying sensory experience

c) Books that allow the child to pull on tabs, lift the flap books, books with sounds etc are great for babies older than 4 months

d) Board books are a safer and a more durable option over paperbacks

e) Picture books with fewer words are more engaging to babies and young tots. When you read to your baby, you read words and your baby reads illustrations. Hence picture books make both these experiences worthwhile. A very wordy book may short circuit the baby’s interest too soon.

3) Encourage a child to pick a book of his/her choice and respect the child’s preference.

4) Reading aloud should be with the child and not to the child. The more you make reading a mutually satisfying experience, the more it will be associated with pleasure and reward.

5) Reading is all about the emotional bond with a parent when the child is young, and sitting close to your child while reading strengthens this bond even more.

6) Make it a point to read the title of the book and the name of the author and illustrator. This teaches the child to appreciate the creator of his/her favourite book and allows her to begin creating a list of her favourite authors.

7) Allow room for interruptions. It simply shows that your child is engaged in reading. Try not to be wedded to the written word to the extent that you ignore your child’s comments.

8) Your child isn’t always reading the same story as you are. If you read the words and catch your child lost in an illustration, ask him/her to describe it to you. You may even want to steer away from words and discuss the illustration with the child.

9) Notice the details in a picture and chat about them with your child. This helps enhance visual discrimination skills in the long run.

10) If something you are reading isn’t working well for you and your child, change it.

11) Have a family library. Stacking books in every room allow easy access and children grow up to be readers when they have ample occasions to read.

12) Get a membership to the local library and visit the library often with your child.

Can your tot read?

Do you remember stifling a yawn when you were done reading a book for the 5th time in a row? Well, your efforts are always rewarded! At times, little ones memorize the words of a book and recite the book by heart. This is an indication that your child is blossoming into a ‘reader’.

My munchkin remembers books by names and not by their cover. She can tell what the story is about, and at times ‘reads’ like she understands the words in the book. When in fact she is reciting from her memory of reading the book previously. I always try to get her excited about this by saying, “You love reading that book, don’t you? Did you realize you are reading the book and you know the story?”

A parent can become instrumental in developing a positive attitude towards reading by praising the child each time a sincere attempt at reading is made. Reading should become a strong part of a child’s identity from toddlerhood into preschool and kindergarten – well before a child can ‘officially’ read.

Some nagging questions always plague a parent’s mind

1) When will my child learn to read?

This is one of the commonest concerns. Technically, there is no correct age for independent reading and no special formula. Around 4 years of age, a child can begin reading but this can vary from one child to another. When a child reaches his/her sensitive period (refer to my write up on sensitive periods for more information) in literacy, there is no harm in introducing reading to a child. But expecting a child to read like he/she understands the content, maybe too ambitious.

My daughter began recognizing that alphabets make up words in a book when she was 30 months old. She noticed alphabets on signboards, cereal boxes, toys, and often attempted to read. I gently introduced the concept of ‘phonemes’ through a song and dance routine. She picked up on them and then we proceeded to work on some other phonics concepts.

However, this was done through play, and she excelled at sounding out a word. Never once did I expect her to begin to ‘read’. Having unrealistic expectations can cultivate negative emotions toward reading and may eventually hamper learning in the long run.

Every child learns to read at his or her own pace, and it is important to remember that in the end, all children can read. However, if a child is grappling with basic reading difficulties in grade 2, then there may be a genuine concern that warrants some form of intervention. Stumbling over a letter at the age of 7 could be an indication that there may be more than what meets the eye. Reading difficulties such as dyslexia, auditory, or visual (sensory) processing disorders can be picked up by a vigilant parent and they are not unsurmountable.

Children are masters of disguises, and when they fall behind compared to their peers, they can sense it before a parent, or a teacher does. It may not be easy picking up on this when all other aspects seem perfectly fine. But if you observe your child fumble too often with simple and developmentally easy reading, promptly consult a professional in this regard.

It is imperative to remind yourself not to judge your child or be overly critical of his/her abilities. When a child recognizes that he/she can rely on a parent to offer support and confidence, the going gets easier.

2) My child’s friend is a better reader

It is unfortunate that some schools have turned reading into a competitive race. Reading is anything but that. Calling reading ‘easy’ or ‘hard’, or forcing a child to read while comparing with his/her peers may, in reality, be counterintuitive.

The question a parent must ask is, “how can I help my child read more?” than “When will my child read like ‘x’ ?”. Learning to read can be tricky and it does not come easily to a child. The process itself, especially at a young age when the child’s brain is not developmentally ready is extremely frustrating. The fear of being judged by fellow parents, or family and friends can weigh a parent down and is understandable.

When legitimate physical problems that slow a reader, are ruled out, the parent could approach the teacher or a trained reading specialist that a school may employ. A carefully considered approach can bail the child out of his/her struggle and need not prove to be a dampener for the love of reading. Let me now reiterate the fact that ‘access to books’ is key and without that, it is hard to imagine that a child would grow up to love books.

When the time is right, fluency will come. But the question is “will the child want to read then?” This is the part that a parent must focus on.

3) Why does my child want to read the same book over and over again?

I remember vividly how I would struggle to keep my eyes open when my little girl would request me to read her favorite story another time. The struggle was real, when one the one hand, I didn’t want to disappoint her, and on the other hand, my brain would not co-operate.

Re-reading improves memory, the ability to spot sight words, word recognition, and such, which are skills that come in handy when the child begins to read independently.

Think of a time you picked up a book after long and were amazed at how new it seemed to you. You may end up discovering stuff you totally missed the first time around.

So, oblige to your child’s request and read that book as many times over as your child pleases. Having said that, it is not a crime to hate children’s books. A book may seem utterly unappealing to you when your child can’t seem to have enough of it. In that case, after a certain period of indulgence, there is no harm in replacing the book with similar genres or different authors to preserve sanity.

4) My child is not interested in reading. What do I do?

Reading at home should be about curiosity, discovery, and exploration. It should be about making memories together and connecting with your child. I’m sure there is no child in this world who wouldn’t want to connect with a parent.

Being a parent is stressful, and especially when we constantly worry about the child’s future. Remember that your child is not an exact replica of you and may not share similar interests. Reading in a pure, unpressured way, respecting your child’s cues can never go wrong. There are innumerable ways of catering to a child’s interest and enthusiasm. Appreciating developmental boundaries and keeping expectations to a bare minimum, could propel you towards becoming naturally involved in your child’s growth.

5) How do I read to a child who doesn't sit still?

Because your child won’t sit still, does not mean that he/she is disinterested. Toddlers, particularly younger ones who have newly discovered their abilities to move, may want to walk around or even explore other objects while you are reading. They may peep into a picture or walk over to lift a flap while you are reading the words – and that is okay. They are still reading.

Don’t be married to the concept that a baby must be seated and still on your lap while you read. This may not be, but it is hard to refute the fact that their listening hats are still on while they are on the move. Children are innately curious and when you read with emotion and expression, it is simply hard for them to avoid you. They may fidget, move around, and still be with your story.

Asking questions now and then, bouncing a baby on the lap while reading, avoiding reading each word, keep, picking books with rhyming words, are all ways of facilitating reading and engaging your young reader.

When my munchkin was younger, reading to her felt like an awkward and lonely affair. Mind you, I had subjected myself to this awkwardness when I was expecting my daughter as well. I would read anything I read aloud, and at times feared that my neighbours would call me crazy.

But this was a different beast. I would hear myself squawk and purr, sing and rhyme, laugh, and giggle while she casually walked around me, ignoring all my attempts at inviting her to read. But I noticed that the rhythm and tone of my voice were what contributed to her memory, and she eventually turned out to be a book lover, much to my delight.

6) Could I correct my child if he/she makes a mistake while reading?

The answer to this question is slightly tricky. While grammar and pronunciation are part of learned experience, it is important to remember not to overcorrect the child and mar the joy of reading independently. Emergent readers are often conscious about their ability to read, and correcting them too often could kill the self-confidence.

However, an occasional correction after the child has read the sentence, without actually interrupting him/her is justified. Talk, talk and talk is the mantra to improve vocabulary. If you converse with your child using grammatically correct sentences and focus on pronunciation yourself, the child may retort to scripts from his/her memory while reading. Making sense of what is being read, is a higher-order function, and at times may not develop until age 7.

It is interesting to note that research identifies the fact that parents naturally adjust to how they speak to their children, without even realizing it. You need not consciously make an effort to use fancy words while conversing with kids. But remember to keep the conversation going.

7) When do I wean my child off picture books?

Our culture is increasingly visual – we soak up a lot of visual information compared to the written words. Teachers often call this, ‘visual reading’. The most intriguing truth about picture books is that they are mostly read by adults. Hence the level of words used is more for the adult’s brain and when emergent readers begin to read these books, which provide visual cues, their experience improves.

Think about it, doesn’t a visual give you a refreshing break from a mundane read? Hence there is no such thing as ‘weaning from picture books’ and although you may at times feel that your child is picking up books that are lower than their level of reading, encourage it.

8) Comic books are not real books, and my child only reads comics. What do I do?

This is a myth beyond reason. Comic books are books with fewer words and more ‘pictures’ and hence can at times even prove to be more ‘advanced’ than their wordy counterparts. The quality and richness of comic books and graphic novels are skyrocketing, given the awareness of publishers and authors who are moving with time. Gone are the days when comic books were all about superheroes and fairies. They are much advanced now with a plot that requires rapt attention and what’s better when it is delivered with a sense of humour?

9) How does reading develop?

There are widely accepted 5 stages of reading.

a) The pre-reading stage (typically between 6 months – 6 years) :

The child samples and learns a full range of sounds, words, concepts, images, stories, exposure to print, literacy materials (books), and talk. He/she pretends to read, gradually developing the skills of retelling a story. The child may name the letters of the alphabet, prints own name and plays with books, pencils and paper. By the age of 6, a child can understand thousands of words, but is able to read only a few.

b) The Novice reader (typically between 6 to 7 years)

The child learns the relation between sounds and words, is able to read simple text containing high-frequency words and phonically regular words, and uses skill and insight to ‘sound out’ new words.

c) The decoding (reading to learn the new) reader (typically between 7-9 years)

The child reads simple and familiar stories with improved fluency and begins to understand the meaning of stories and the written word. Pronunciations get smoother and more confident readers emerge.

d) The fluent, comprehending reader (typically between 9- 15 years)

Reading is used to gain new knowledge and experience new feelings, learn new attitudes, and explore more issues from another individual’s perspective. Readers are required to access, retain, critique, and apply knowledge and concepts.

e) The expert reader (typically over 16 years)

All reading begins with attention. Reading is used for one’s own needs and purpose (professional and personal). Reading here serves to integrate one’s own knowledge with that of others to synthesize information and create new knowledge. Most importantly, reading is purposeful.

Reading can make us laugh, cry, smart, informed, knowledgeable, and focussed. It can create thinkers and visionaries. As much as rushing it is counterproductive, a timely introduction can be a permanent gift for a lifetime. Reading is a life skill that you will never regret inculcating into your child.

Literacy is another facet of reading. Stay connected for my next write up to know more about this skill.

References:

Paul, P., & Russo, M. (2019). How to Raise a Reader. Workman Publishing Company.

Hirsh-Pasek, K., Golinkoff, R. M., & Eyer, D. E. (2008). Einstein never used flash cards: How our children really learn--and why they need to play more and memorize less. New York: MJF Books.

Hutton, J. S., Dudley, J., Horowitz-Kraus, T., Dewitt, T., & Holland, S. K. (2019). Functional Connectivity of Attention, Visual, and Language Networks During Audio, Illustrated, and Animated Stories in Preschool-Age Children. Brain Connectivity, 9(7), 580-592. doi:10.1089/brain.2019.0679

Five Stages of Reading Development. (n.d.). Retrieved July 13, 2020, from https://www.theliteracybug.com/stages