Help! My Child Won’t Read or Write
Many parents and teacher struggle with the same problem: motivating children to read and write. Both recognize the critical importance of these life-skills. Reading is the gateway to knowledge. Reading is the key to developing the ability to think critically. Reading is fun! Typical of this struggle is an email I just received this morning (name changed to protect the mom from any judgmental readers).
I have a son with mild dyslexia and mild to moderate ADD. I have tried to home school him this year but gained limited success in getting him to want to read. He says he likes to read, but rarely does without being asked. He prefers sports and playing!
He also is very hard to get him to write. He says he doesn’t know why he just sits there for minutes at a time. He can take 60 min to produce 6 lines or if given a threat of “no recess, hockey unless…” he can do a full page in 25 minutes.
I am so exasperated, that I feel I must send him back to school to see can someone else help him where I can not!
Do you have a suggestion as to which would benefit us most?
Concerned in Connecticut
So here is my response. I hope that my own personal experience and training as a reading specialist will be of help to both parents and teachers.
—– Original Message —–
From: Concerned in Connecticut
Sent: Wednesday, June 17, 2009 5:02 AM
Subject: advice please
Dear Concerned in Connecticut,
Sounds like a normal boy to me. I’ve raised three boys, and all three had the same lack of motivation and initiative. Although we all want to idealistically hope that our children will read and write for the love of learning and self-expression, I’ve found this rarely to be the case. Learning is an acquired taste, I’m afraid. But, while that taste is being acquired, I think that some force-feeding is certainly appropriate.
Good teaching is inherently coercive. You prove this with your carrot and stick method: “…if given a threat of ‘no recess, hockey unless…’ he can do a full page in 25 minutes.” There is nothing wrong with being a behavioralist. I’m not saying that our children are Pavlov’s dogs or that we have to B.F. Skinner our kids to death. However, I do suggest that we use the extrinsic rewards and/or threats until the intrinsic love of learning kicks in. Spoon feed until the child can and will feed himself. Why? Reading is just too important of a life-skill to leave to the whim of an elementary, middle, or high school student. Most all would rather play video games or text, if given the freedom to choose.
But, you may be thinking… “What if I turn my child off from independent reading? He may never pick up a book to read, if he isn’t forced to read it.”
My own personal experience may be of some help. As a teacher, I gave my three sons a choice every summer: 4 hours of summer school each day at the nearby public school or 90 minutes of daily supervised instruction at home. It was not much of a choice. Each summer the boys chose the option I called Essential Study Skills. Each of my three boys responded the same to my Summer Daily Brainwork: they hated it and were relieved when they “graduated” from this chore at age 16. The primary tasks of this daily summer chore was twofold: 1. independent reading with subsequent discussion of that reading with Dad and 2. writing an expository paragraph with subsequent response to that writing by Dad and revision thereafter. None of the three boys ever read or wrote anything unless required to do so by the teacher or Dad. Oh, Mom did require faithful thank-you notes for every courtesy or gift.
In a recent conversation with my oldest son, now a legislative assistant for a Congressman back in Washington D.C., my son admitted that he actually never read the teacher-assigned independent readings because there was no accountability. This same son is now a voraciously reader and has sent me so many “You’ve-got-to-read-this” books that I’ve turned to Internet book reviews in lieu of actually reading all of them. Reading specialists, like Yours Truly, know how to skim and fake it better than most.
My second son, only reads technical computer manuals. However, the point is that he has the skills to read these and other books of any genre, if he needs/chooses to do so. As to my third son, a graduating senior, the jury is still out on the reading; however, he recently commented that he learned how to write effectively due to our summer paragraphs.
I would certainly recommend some basic study skills: including motivational techniques, procrastination prevention, and goal-setting. We do want to equip our children with the skills they need to succeed on their own someday. However, make ‘em read and write until that someday comes.
MA Reading Specialist
Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies. Designed to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, is adaptable to various instructional settings, and is simple to use—a perfect choice for Response to Intervention tiered instructional levels. Get multiple choice diagnostic reading assessments , formative assessments, blending and syllabication activities, phonemic awareness, and phonics workshops, comprehension worksheets, multi-level fluency passages recorded at three different reading speeds and accessed on YouTube, 586 game cards, posters, activities, and games.
Also get the accompanying Sam and Friends Phonics Books. These eight-page decodable take-home books include sight words, word fluency practice, and phonics instruction aligned to the instructional sequence found in Teaching Reading Strategies. Each book is illustrated by master cartoonist, David Rickert. The cartoons, characters, and plots are designed to be appreciated by both older remedial readers and younger beginning readers. The teenage characters are multi-ethnic and the stories reinforce positive values and character development. Your students (and parents) will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug.
Everything teachers need to teach a diagnostically-based reading intervention program for struggling readers at all reading levels is found in this comprehensive curriculum. Ideal for students reading two or more grade levels below current grade level, English-language learners, and Special Education students. Simple directions and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program, with or without paraprofessional assistance.