The Lost Art of Reading for Pleasure: How Can Parents Foster Their Children's Passion for Reading?

The Lost Art of Reading for Pleasure: How Can Parents Foster Their Children's Passion for Reading?

Tracey Sanderson (University of Southern Queensland, Australia)
Copyright: © 2020 |Pages: 31
DOI: 10.4018/978-1-7998-2901-0.ch011

Abstract

Diving into a book and losing yourself in a world peopled by your imagination is a joy that lovers of literature have reveled in for as long as there have been stories. Whether people seek to be excited, terrified, challenged, entertained, or informed, it begins with the pleasure of reading a book. Learning to read is a cornerstone of educational achievement. How to encourage a passion for reading so children want to engage is poorly understood. The role parents play and how support is offered to parents to ensure inclusive, respectful, and responsive strategies that support all families requires investigation. The “read to your child every night” call is no longer enough. Teachers need the support of parents to look to innovative solutions. This chapter investigates how teachers can support parents by asking five diverse and geographically remote parents what works for them.
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Background

In the struggle to meet benchmarks and attain standards set in national testing programs, as a primary school teacher of young children, it is easy to wonder if educators are losing sight of one of the most fundamental purposes of reading – enjoyment! Steven Layne (2009) explains the conundrum well,

We do not see significant time and money devoted to teaching the value of books, fostering the love of reading, and building the motivation to read in young people. Such goals are not easily measured nor are they measurable beyond question; hence, they have not found their way into the traditional school curriculum, which remains rooted in an exclusive focus on the mechanics of reading (Layne, 2009, loc.262).

Key Terms in this Chapter

Multi-Literacies: The style of texts that embeds other approaches to engaging in information. This may contain a digital element, facilitating the communication of ideas with hyperlinks, video, audio, images, diagrams, or other media presentations.

Inside-Outside Circles: Cooperative learning activity that consists of two concentric circles made of paired participants who share conversations. One circle remains still whilst the other moves in an agreed direction.

Cross-Classification Chart: An organizational framework that uses a grid to facilitate comparisons of features.

Aliteracy: The condition where capable readers choose not to read.

Pleasure: Something that gives enjoyment or delight.

Baby Proof Copy: Small books produced for babies with hard cardboard, sealed pages that resist wear and tear.

Passion: A strong affection for an object or concept.

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