When Good Readers Don’t Want to Read. Ever!
This is part 2 of a nice series from TWRCank.com — Resources for Teaching Online: Think, Wonder, Reflect, Connect & Refine. The entire article can be found by clicking here.
I think children who do not struggle with decoding the words can find reading boring for many reasons. Here are three of them:
- They have not found the right book. The right book would be one that interests them for some reason. Some reasons may be they like the topic, author, genre, or need to find an answer to a problem. Reading about things of no interest is boring.
- Their limited word and world knowledge makes many texts too difficult to understand because they cannot connect the dots (i.e. the necessary inferences required to understand). Reading without comprehension is boring!
- They are so used to reading not making sense, that they do not put much energy into making it make sense. Without TWRCing (thinking, wondering, reflecting, and making connections) while you read, reading is boring.
Suggestions for Children Who Do Not Struggle with Decoding, But Think Reading Is Boring
- Be sure to TWRC with your children as much as possible and not just when you are reading.(“TWRC” rhymes with “work” and stands for think, wonder, reflect, and connect.) The more you model good TWRCs, the more your child will see how dots are connected. Further, great TWRCs lead to great thinking and more engagement.
- Help your children improve their vocabulary. This topic is beyond the scope of this blog. However, if you look on the right-hand side of my blog and scroll down, you will find the heading, “External Link Categories.” Then, you can find some more information about vocabulary under the subheading, “Vocabulary.” A sure way to help improve their vocabulary is by discussing the meanings of unfamiliar books while you read aloud to your child. As mentioned in part one of this post, be sure your children have student-friendly dictionaries close to them when they read.
- Ask your children, “If you could be an expert at anything, what would it be?” I heard somewhere that if you study a topic for 10-15 minutes each day, it will help you become an expert. I have read about teaching reading for more than 10 – 15 minutes almost every day since I began the master’s program in reading. Although I wouldn’t really call myself an expert, I feel confident in talking with those who are (and I really enjoy it, too!)