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3 - Becoming a reluctant reader
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- By Prue Goodwin, Prue Goodwin is a freelance lecturer in literacy and children's books who works chiefly for schools
- Edited by Joy Court
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- Book:
- Reading by Right
- Published by:
- Facet
- Published online:
- 08 June 2018
- Print publication:
- 30 June 2017, pp 33-50
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- Chapter
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Summary
I thought books were boring and I thought reading was too. I used to read to keep the teacher happy.
Introduction
No child is born a reluctant reader. Ten year old Zarenu, who wrote the statement above, had somehow become reluctant to read over his five years of schooling. Between 1992 and 1994, Zarenu and his friends helped me with a research project into why children did not like to read. Comments by others included:
I hated getting things wrong. I wished I could read it. It made me feel a bit nervous because I might be the only one who could not read properly. (Charlotte)
Books are boring. I felt alone – that no one could help me. (Joseph)
Just before these remarks were made, I had started in my new post as Director of INSET for the Reading and Language Information Centre (RALIC) at the University of Reading. As part of that role I was expected to do research into literacy learning. I knew what I wanted to research; it was a phenomenon I had seen in every class I taught – reluctance to read. I was not interested in the packages of materials promoted as ‘ideal for reluctant readers’, nor did I subscribe wholeheartedly to the then current trend of blaming television and new technology for youngsters’ lack of interest in books. Some pupils seemed to have lost interest in books of all kinds. I wanted to ask them why but there was never an opportunity to do that. As a researcher I could arrange to talk in confidence to as many youngsters as were willing to do so. Zarenu and his classmates were among many other children and teenagers who contributed to a two-year project which I hoped would help me to tackle this particular professional issue.
Teachers and librarians are always concerned about youngsters who have difficulty learning to read. In some ways, even more concerning are those students who, despite the ability to do so, are unwilling to read. These are the reluctant readers, who find no pleasure in books and thus lack any incentive to read. The concerns of ‘literacy professionals’ reflect those of society in general, as life can be very uncomfortable for anyone who cannot read.
3 - Creating young readers: teachers and librarians at work
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- By Prue Goodwin, freelance lecturer in literacy and children's books who works chiefly for schools
- Edited by Joy Court
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- Book:
- Read to Succeed
- Published by:
- Facet
- Published online:
- 08 June 2018
- Print publication:
- 23 August 2011, pp 29-48
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- Chapter
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Summary
Introduction
Every Tuesday, in my local library, there is a gathering of about 60 very young ‘readers’ who, as yet, cannot decode a single printed word but who certainly have all the characteristics of book-lovers. They are members of the Baby Bounce and Rhyme group. Every Friday, there is Story Time for the under-fives. The children listen, laugh, gasp, shout out and are totally absorbed in the narrative and pictures shared with them by the librarian.
Having spent my whole career teaching reading, it is delightful for me to observe events where children are having such a pleasurable introduction to literacy. Whatever may or may not happen in their homes, these children will start school knowing about books, aware of the enthralling power of stories and having had experiences with language in engaging, playful ways. I cannot imagine any teacher or parent thinking that these librarybased activities are just time fillers or entertainment for children. When it comes to preparation for more organized literacy education, few activities could be better than playing with the sounds of English and listening to stories.
The library where the activities take place has always been a good one but, like other public libraries, it is run by an ever-decreasing number of staff, who are enthusiastic and hard working, but unqualified as librarians. Despite this, a library manager has taken on the responsibility of contacting schools, encouraging membership and ensuring that there is a lively children's collection available. For older primary children there are holiday activities, a well-supported Summer Reading Challenge (see Chapter 5) and a Children's Book Award. These book-focused activities keep children interested in reading over the long summer break and let them see that it is not only teachers who promote the pleasures of reading. Librarians and teachers both want the same thing – to help youngsters to become confident, life-long readers. At a time when we are regularly told that standards in reading are not good enough, it would seem an obvious step to capitalize on the skill and support offered to schools by libraries.