What makes a reader?
When does one cross over from nonreader to reader? Earn the badge of honor?
What if there was no such thing as a nonreader?
What if, and stay with me here, holding a book is all it takes to make one A READER. Upside-down.
Closed. Chewed on a little. One’s first interaction with a book is the moment she becomes a reader.
Closed. Chewed on a little. One’s first interaction with a book is the moment she becomes a reader.
We know from research that learning through shared reading experiences starts when parents read to
their children. These experiences, even before children are speaking, are developing vocabulary,
building background knowledge, and crafting “book” knowledge, such as how a book is held, how to
turn the pages, etc. Most importantly, early shared reading experiences provide a child with a reading
role model and condition her to associate reading with pleasure. As Jim Trelease wrote in
Why Read Aloud to Children, “We read aloud to children for the same reasons we talk with them: to
reassure; entertain; bond; inform; arouse curiosity; and inspire.”
their children. These experiences, even before children are speaking, are developing vocabulary,
building background knowledge, and crafting “book” knowledge, such as how a book is held, how to
turn the pages, etc. Most importantly, early shared reading experiences provide a child with a reading
role model and condition her to associate reading with pleasure. As Jim Trelease wrote in
Why Read Aloud to Children, “We read aloud to children for the same reasons we talk with them: to
reassure; entertain; bond; inform; arouse curiosity; and inspire.”
Why then are we as teachers cautious about putting books in the hands of those deemed as
“non-readers”? When the truth of the matter is that building positive experiences with books is crucial
to the development of all readers. "If a child seldom experiences the “pleasures” of reading and increasingly meets its “unpleasures,” the natural reaction will be withdrawal" (Trelease,
Why Read Aloud to Children).
“non-readers”? When the truth of the matter is that building positive experiences with books is crucial
to the development of all readers. "If a child seldom experiences the “pleasures” of reading and increasingly meets its “unpleasures,” the natural reaction will be withdrawal" (Trelease,
Why Read Aloud to Children).
Everyday our whole Kindergarten class spends 15 minutes on Read by Myself. This is in addition to
the time spent on Read by Myself during workshop. This is a shared, all-in, everyone-reads time with
a collection of self-selected books.
the time spent on Read by Myself during workshop. This is a shared, all-in, everyone-reads time with
a collection of self-selected books.
No levels.
No assigned books.
No computer interventions.
And if you walked around my kindergarten classroom during Read to Myself and just watched,
you’d be at a loss as to who’s in the Level A or Level H Guided Reading group. All you’d see is
readers. Readers sitting in plastic mini-rockers. Readers sprawled out on their bellies. Readers
curled up in a giant papasan. Books are open. Pages are being turned. Some whispered voices
and not-so-whispered voices punctuate the quiet as children point out interesting pictures, trade
books, or call out about an exciting part. You would notice some students tracing text with their fingers
and others carefully observing the pictures. You’ll notice some not-so carefully observing the pictures,
too.
you’d be at a loss as to who’s in the Level A or Level H Guided Reading group. All you’d see is
readers. Readers sitting in plastic mini-rockers. Readers sprawled out on their bellies. Readers
curled up in a giant papasan. Books are open. Pages are being turned. Some whispered voices
and not-so-whispered voices punctuate the quiet as children point out interesting pictures, trade
books, or call out about an exciting part. You would notice some students tracing text with their fingers
and others carefully observing the pictures. You’ll notice some not-so carefully observing the pictures,
too.
And they are all readers.
Everyone one of these children is experiencing a book as a reader. I think it’s important that we teachers don’t let our definition of reader and, by proxy, nonreader label our students and their reading practices. Allowing every student time to read, whatever that looks like, is key to developing into full-fledged read-the-words reader by building positive experiences with books for every student.
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