Why are you reading to me?

In recent years, they have translated the research findings into practical help tips for parents. We’ve all heard the familiar ‘reading is fundamental’ and read to your child every night guidance. I heard the public service announcements about reading to your child and even the information package that came from my chosen baby formula. Of course, I wanted my child to be off to a good start so I too read every night.

Then, at some point, perhaps between 18 months and 24 months, I distinctly remember her losing interest in the reading activity. I ignored it briefly and kept up the routine but then it became clearer that there was absolutely no interest. That however, was followed by the “I’ll turn pages and read to myself” phase. Again, with no desk reference or google option, I had no idea what that was about. Sometimes we get cues and clues that something could be amiss. Sometimes it’s not a clue it is a real development phase – developing independence and a love of reading - “Why are you reading to me? I can do it myself.” (Some things have deep meaning; some have little meaning. Pray that you’ll be on guard to recognize the difference.)

Fast forward 3 years: Between the Lions on PBS is a highly rated and nationally recognized reading program. If there was ever a program that facilitated this visual thinker’s understanding of the reading process – this was it!! We had been watching every morning since she was 8 – 9 months. In the early days, it was the sound of the different voices and the lions that seemed to enthrall her. As she got older, some of the books she heard at school were also featured on the program. Abiyoyo was one such. I won’t forget the absolute delight on her face when she saw the book at the library. Now, it was, "Read this one to me!!"

During her first year of pre-school,  they wore hats of every kind in honor of Dr. Seuss' birthday. Though the speech was still limited, it was clear from her eyes and excitement, she enjoyed the book [The Cat in the Hat] and the idea of wearing a hat to school was fun. With her love of song and music, we created a Sound of Music hat that featured music notes and other elements that she loved from the movie.

In her second year of pre-school, while others were learning the letter names and sounds, she was already reading simple words. We were fortunate. The earlier disinterest in reading was replaced by an earnest love for reading.  I didn’t have to push her to read – didn’t have to force the reading activity. It was something that she wanted to do. Now, the reading activity was voluntary, full of enthusiasm, and shared. By the time we got to the second year of pre-school, she was 4+ and could read basic CVC words (consonant vowel consonant).

That was quickly and seemingly ludicrously followed by this inexplicable ability to READ and decode words like crazy. I remember going to the kindergarten classroom where we saw the bright poster with the classroom rules. At 5+, she was among the oldest in the class, but she could read the whole poster. I heard a parent behind us whisper “she read that whole thing”. Again, with no manual for a reference point, I didn’t realize that she was reading well above grade level. Development is a process with ups – downs – highs – lows – and plateaus.

So my lesson learned, she went through a phase where reading to her held no interest. Perhaps her inability to understand the words and a need for good visuals made the activity difficult. Whatever the reason, that phase was followed by a desire to read, learning to read from Between the Lions, reading CVC (consonant vowel consonant - CAT) words at 4+, full sentences at 5+, and at the 2nd grade level at the beginning of 1st grade.

But let’s not get too excited,  reading is made up of multiple skills and phases. Identifying the letters and sounds is just the beginning. There’s also the business of comprehending – we’ll talk about that discovery in another blog. With gentle prodding and external stimulus such as library visits, good PBS programming like Between the Lions, and quiet patience, the ‘why are you reading to me?’ phase has turned into a love of reading and words. The cognitive challenges associated with reading I’ll tackle in a future post.

Reading is not only fun, it REALLY is fundamental.  Accessing the content in the curriculum, even at 1st grade requires the ability to identify the letters, read the words, follow the instructions, and complete the tasks assigned.  If you find yourself in the 'why are you reading to me?' phase - give it some time - not too much - try different types of reading material.  Ask your librarian.  He/she will know the various levels of the reading material.  You want to develop and build interest - not create anxiety and dislike for the one skill that will open (or close) doors throughout life.