A recent\u00a0Scholastic survey\u00a0of kids and families\u2019 reading behaviors shows that only 39 percent of children ages nine to 11 read for fun most days of the week. This drops further to 27 percent of children ages 12 to 14. Reading and writing for fun outside of school are related to success in school, and the upper elementary years are often when these lifelong habits are cemented. Reading and writing also\u00a0support each other\u00a0by providing insight into how to use vocabulary and how others compose texts, for budget saving I fully suggest checking out these\u00a0domtar cougar paper<\/em> deals.<\/p>\n On beginning her journey as a writer, J.H. Diehl, author of the new middle-grade novel\u00a0Tiny Infinities<\/em>, reflects on time spent as a child reading and being read to by her dad. Diehl thinks that \u201call of that early reading\u2014and being read to\u2014was first of all what taught me how to write.\u201d She also notes the importance of a teacher who inspired her to write: \u201cIn sixth grade, I started writing poems for fun. When I\u2019d composed maybe 25 or 30 of them, my teacher, Mr. Ian, suggested I turn them into a book. There were only three copies, but the number of copies didn\u2019t matter. Once my words were in a published book, it felt to me like no one could change them. That was a really powerful feeling, and I\u2019ve wanted to be a writer ever since.\u201d<\/p>\n Diehl\u2019s experience underscores the importance of having access to reading materials of interest, since many reluctant readers say they have a hard time finding something they want to read and their preferred texts such as comic books, magazines, or popular book series may not be available at school.\u00a0Research\u00a0also shows that students may read less frequently out of school due to time spent watching television or participating in organized activities like sports or clubs.<\/p>\n For teachers looking to\u00a0motivate\u00a0students to read, a few methods include:<\/p>\n Sixth-grader Emma says she and her friends enjoy talking at recess about new books they are reading. Right now, their favorite is a series about warrior cat clans. \u201cI know my friends would give me a good suggestion because they know me really well,\u201d she said.<\/p>\n Literature plays a significant role in the development of children. Reading books helps expand their vocabulary, enhances their imagination, promotes cognitive skills, and cultivates empathy and understanding. Parents can reward their children for reading books in various ways. Offering small incentives like toys or boys clothes<\/a> can serve as positive reinforcement and motivate children to read more. However, it’s crucial to strike a balance, ensuring that the focus remains on the love for reading and the intrinsic value it brings, rather than solely relying on external rewards.<\/p>\n Outside of the classroom, parents can model reading and writing for fun by recommending and discussing books with their children or engaging in a\u00a0family writing project. They also can build an\u00a0emotional\u00a0connection through reading aloud: the Scholastic survey found that while the frequency of parents reading to children drops dramatically after age eight, the majority of children and parents who continue to do it say they enjoy it because it\u2019s a special time together.<\/p>\n Many resources exist to develop skills and confidence through everyday reading and writing, including:<\/p>\n On encouraging children to write for fun, education researcher Dr. Steve Graham stresses that out-of-school writing allows students to \u201chone their skills as writers and use writing to meet goals that are important to them, promoting greater motivation for writing generally.\u201d<\/p>\n Boosting children\u2019s interest and engagement in literacy activities, both in and out of school, can support many academic and personal goals. Finding new and fun ways to make time to integrate literacy with students\u2019 schedules and lifestyles is key to building these habits. A new Learner Model from Digital Promise\u2019s Learner Variability Project (LVP) focuses on\u00a0Literacy for Grades 4-6\u00a0and how students\u2019\u00a0literacy environment\u00a0expands beyond parental influences to include peers and students\u2019 own choices.<\/p>\n Visit the LVP Literacy for Grades 4-6 Learner Model to learn more about the\u00a0Learner Factors\u00a0that affect literacy, as well as many\u00a0strategies\u00a0to support reading and writing development.<\/p>\n","protected":false},"excerpt":{"rendered":" A recent\u00a0Scholastic survey\u00a0of kids and families\u2019 reading behaviors shows that only 39 percent of children ages nine to 11 read for fun most days of the week. This drops further to 27 percent of children ages 12 to 14. Reading … Continue reading \n
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