Turning pages, changing futures

Dr. Artika Tyner

Reading is a foundational building block of learning. It creates a pathway to academic success and future career development. Children are learning to read until the third grade and then reading to learn thereafter as they advance in their academic journey. For some children, this transition occurs without issues, while other children may face difficulties, which in turn can delay the learning process. For example, children can be very articulate and pronounce every word they come across, and yet fail to understand the context of these words. Others may struggle with phonemic awareness, while some may be disinterested in reading and view it as a chore.

When children become reluctant to read because of these challenges, they are seen as incapable; yet this is furthest from the truth. Children may simply be overwhelmed by the effort it takes to comprehend words, and this creates resistance and frustration. Families and caring adults who serve as First Educators can, however, help reverse this problem by supporting children to not only build their reading skills but also boost their self-confidence.

WHY SOME CHILDREN BECOME RELUCTANT READERS
Some children may feel withdrawn due to the perceived difficulty in reading. Decoding words may take more time, and understanding the words they read may even be harder. In a classroom where all peers can read proficiently, a child with reading difficulties tends to associate inability with failure and may give it up altogether.

Another reason for this disengagement may be limited access to academically or culturally relevant books. Children will be drawn to books that pique their interests and a lack of access to such texts will discourage reading. Adults may associate the reluctance to read with a lack of initiative. This is rarely the case. Often lack of confidence and support from teachers and families can create these challenges.

SUPPORTING RELUCTANT READERS AT HOME
First Educators can nurture and support reluctant readers. “First Educator” refers to the fundamental primary role that parents and caregivers play in a person’s early development and education. They instill essential life skills, morals, and behaviors.

• Make Reading a Safe Space
When children feel emotionally safe, they feel at liberty to take risks. They know their mistakes will be addressed with love and support instead of punishment. Shaming or harshly correcting a child when they get words wrong discourages them. Also, First Educators should make a big deal out of small wins; when a child reads a big word or can predict the outcome of a story, they should congratulate them. When they finish a page with minimal errors, they should be celebrated.
If children have difficulty reading and comprehending books at their level, it is all right to reduce the reading level for them. Being able to read a lower-level book will help to build their confidence, which is important in improving fluency and comprehension. Remember, the growth mindset, which reminds us that learning is like a muscle. Children can improve literacy skills each day through practice.

• Build on What Excites Them
Does your child love singing? Give them a book about a little girl who became a professional singer (“Sing” by Lanell Lightfoot). Does your child enjoy cooking? Introduce them to the cultural tradition of making gumbo (“Gumbo Joy” by Robert Dixon). Connect your child’s passion to reading materials.
Children do not necessarily have to read traditional storybooks. Identify what a child loves and seek books that satisfy those interests. Some children will binge on comics. Why force them to read other material? Instead, introduce DC Comics and share about Black Lightning or John Stewart. When children care about a topic, it takes little persuasion to get them to pick a book up and read. They engage better with their interests.

• Make Reading a Shared Activity
Creating shared reading moments with children experiencing reluctance to read reduces pressure. First Educators can take turns reading paragraphs or pages of the same book, while helping correct children when they mispronounce certain words. You can also help them to understand a plot twist in the story. Listening to audiobooks alongside print versions can help the child to follow closely. Supporting the child in this manner builds their confidence, as this process is not rushed, and the child feels safe in such an environment.

• Facilitate Discussion around the Text
Not just reading but having conversations about the text being read enhances comprehension. Asking open-ended questions like “How do you think the ending should have been?” encourages dialogue and allows children to think beyond the text they read. Children should be encouraged to link stories read to their own lived experiences since reading deepens understanding when followed by conversation.

GUIDING CHILDREN INTO INDEPENDENT,
PURPOSEFUL READING
As children grow and move to the next grade level, academic demands increase. Children, therefore, need to adapt methods and strategies to process information optimally. They should be taught to summarize the content they have read and engage in practical applications. Children should learn how to identify key words and make notes while learning. Asking questions while reading also boosts understanding, as they may not understand everything they read. A supportive adult should be on hand to guide them. Support during this transition can help shape the success of children in the long run.

THE ROLE OF SCHOOLS AND FAMILIES
Teachers alone cannot ensure the successful literacy development of children; it requires collaborative effort from the school, families, and community. The teachers put the formal touch by providing structure, but the onus is on families to ensure the strengthening of literacy skills at home. Educators and parents should communicate regularly to ensure that literacy challenges are detected at the onset and addressed early through a timely support plan.

The growth of literacy in a child is not linear; a child may start really well and struggle midway. Another may have a bad start and flourish in subsequent seasons. One thing that educators and parents should avoid is applying unnecessary pressure on reluctant readers. Rather than this, they should exhibit patience, encouragement, and compassion towards children. With the relevant support, frustrated children can gradually move from this state to fluency and comprehension. This is when the joy of reading is discovered.

Through her organization, Planting People Growing Justice Leadership Institute, Dr. Artika Tyner offers resources to foster literacy and education.