How can our children like reading?

How can our children like reading?

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Imagine being in a new job for several days, meeting new responsibilities and other colleagues. You still feel insecure. You have to support customer bases. It turns out that apart from entering data, you will need knowledge of the program to efficiently sort information from different angles. You get program instructions and laboriously break through it trying to understand and meet the expectations of the employer. After a few days, the boss comes to see how you're doing. For all employees, it asks you to present the functions of the program. You are trying hard to find the right tools for this. Trying to help, the boss asks a question that you don't know the answer to. Suddenly you hear muffled laughter and a comment: "How can you not know such a simple thing?"

Doesn't it look like pithe first weeks of school and the need to read the text from the primer throughout the class? There are students who are able to do it efficiently, but there are also those for whom it is a real hard job. Will reading associate them with pleasure or rather with defeat and humiliation? Will they ever want to reach for the books themselves?

A friend told me about her son who he read with great resistance. Dantean scenes were taking place at home to force him to practice. There are constant failures at school, because there are no grades in the first grade, but there are sun and clouds, so it is easy to guess which of these pictograms the boy received. I will not mention how he felt when he was knocking and his friends giggled behind him.
By the way, the question arises, what does the child really learn in this way. Reading or vocalizing? Reading involves decoding the text, i.e. understanding it. Conversation with another mother, whose son had difficulty reading aloud, ended with the statement: "He managed, he has a good memory, so he easily learns the text, and then recites pretending to read."

Now let's go a few steps further. The program is being implemented according to plan, children can already read. The lady is reading. Let it be a wonderful book for children of Bullerbyn by Astrid Lindgren for most of us. The child should read it by himself. Are all the children ready for this? Will they all be interested? Will it be joy and fun for everyone?
It can be said that this is a school, the student does not have to feel like everything. He should adapt, learn discipline, meet his duties and requirements. Whether it really has to be or whether science is to be associated with coercion - this is a topic for a separate article.

Let's deal now reading for pleasure and why it is so important.

In Forbes in April 2015 in the article "Books and the Polish case" we read: "If you look at the European Innovation Scoreboard, then Sweden, Finland, Denmark are in the first places - countries where reading is the most, I will read by choice (...) Poland is fourth from the end. " Meanwhile, 65% of Swedes read more than 5 books last year, and only 9% of them did not read any, while in our country these results look appropriate: 27% are die-hard readers, 44% (according to the methodology of the National Library 58.3% ) are those who haven't read books at all throughout 2014.

Many studies conducted by the Organization for Economic Co-operation and Development (OECD) during Program for International Student Assessment (PISA) tests over the years 2000-2009 show that book interest and individual reading habits, and therefore greater involvement, affect proficiency in reading. In all countries, students who like to read generally have better results at school than those who do not.