Of Reading Programs and Love of Reading

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Reading, Writing, and ‘Rithmatic–the traditional “three R’s”, still comprise the basis of modern education.  Without the ability to read, to write down answers and to do computations, few topics may be taught successfully.  Indeed, story-telling and art may be the only two which have components that can be successfully transmitted without any of these three–and even they will be enhanced by these abilities.

Each year, new ways, new theories, new ideas about how to successfully teach Johnny (or Joan) to read abound.  With the advent of computers, programs to enhance or test reading have been written.  Reading Programs, such as Accelerated Reader or Scholastic’s Reading Counts, allow students to take an assessment test on the computer, receive a score that indicates his or her reading level.  The teacher (or the program) can then set a reading goal.

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Meanwhile, down in the library, the librarian will have labeled the books for which the company has created individual reading tests.  The student will be able to select a book from the reading area indicated by the program, read it, and then take an electronic test over the material.

On the surface, this doesn’t seem like such a very bad idea.  In fact, it isn’t the worst idea that has ever been in educational vogue.  By offering students both a stick and a carrot–that is, bad grades if the tests aren’t passed and rewards in the form of points that can add up to a party or being able to make “purchases” from a selection of prizes–students are motivated to read.  Since the tests are given electronically, it is hard for a student to copy answers from another, which cuts down on the ability to cheat.  It also helps the teacher because a lot of the recording of the results is done electronically by the reading program.

However, these programs will NOT instill a love of reading.  Some students may discover that they enjoy the books they are reading; but many simply read the books well enough to pass the test, and gain the points.  As soon as they are no longer need to get points, they tend to stop reading.

Love of reading is really a love of stories, of gaining information and entertainment.  Helping children develop a love of stories ideally begins in the cradle.  My grandmother sang to me, and told stories; my mother checked out small mountains of books from our public library and read to me.  I sang, told stories and read to my children.  I can’t vouch for what my children do, but judging from the books and music in their homes, they are carrying on the tradition.  My oldest grand-daughter is becoming quite a story-teller in her own right, one of my oldest grandson’s first words was “book”.

Unfortunately, teachers cannot go retroactively read to all their students when they were infants.  What they can do is select engaging books to read aloud, display excitement about the material, plan activities that catch children’s attention and encourage the reading habit, and–above all–provide time for independent reading.