By the Sisters of the Society of Saint Pius X

“If my children had an appetite for reading...they would acquire a solid foundation; they would no longer go in circles on rainy days; they would no longer become the victims of media propaganda.” Yet how can we inspire children to relish such an activity?

The number of qualities that children acquire by imitating those around them are uncountable. If you read regularly, with visible interest and pleasure, and have family conversations that are pleasantly centered around the books that family members have read, a large part of the work has already been accomplished.

Before learning how to read, children are familiarized with books while sitting on their mother’s lap. Oftentimes, left on their own, children ‘read’ their picture book within 30 seconds: they see everything without looking more profoundly. With Mom, children take the time to give detail to each picture: where is the rooster? What color is the cat? In this way, children develop their ability to concentrate, all the while gaining a rich and precise vocabulary.

When books are a part of the family sphere, at around five or six years old, children will ask to learn how to read. They will want to be like the adults. They will have had enough of asking others to read them stories. They want to understand the references heard in family conversations about King Richard the Lionheart or the Outlaws of Ravenhurst. Offer them an alphabet book while awaiting the start of school, growing accustomed to recognizing language sounds: the mosquito goes buzzzz, the conductor says all aboard... We could go even further if we have pedagogical knowledge or the advice of a teacher.

Learning how to read is crucial. Reading needs to become easier with time so that the focus is no longer on the act of reading, but rather on the content of what is being read. Without remorse, we must ban global and semi-global reading methods; they do nothing except produce a small percentage of illiterate or poor readers. The only method that conforms to the analytical process, as it is exercised by the brain, is the Syllabic-Based Approach.

As soon as children learn how to read, books need to be provided which are adapted to their still limited reading capacity (simple vocabulary, big letters, short stories and chapters). And of course, don’t hesitate to read with them, alternating for example, in order to arouse their interest.

What should be done if a normal reading level has not yet been obtained by the end of first grade? Every child learns at their own pace. Under certain circumstances, it is not possible for the mother to help her child catch up by working during the summer vacation. Sometimes the gap is just too significant. In this case, it is often better to work in close collaboration with the teacher and hold back the child another year in first grade. This will ensure giving a solid basis instead of insisting that the child go on to second grade where they would have a hard time keeping up with the class and, ultimately, risk being discouraged.

A book which is well-liked could set in motion other activities which, in turn, will call for further reading. For example, a novel on the Crusades could incite children to build their own collection of knights made out of cardboard. Yet, in order to portray the knights accurately, it becomes necessary to gather information in books. And what about the fortified castles? And the life of Saint Louis? And so on.

For the children that are impervious to reading habits, one can imagine a ludic question game that will occupy the whole family during vacation. For example: “question 1 – How did the red fish die? question 2—How many times was Sophie punished? etc.?” These questions are impossible to answer without having read Sophie’s Misfortunes.

Reading calls for certain favorable conditions, namely silence and time alone. The loud games of the smaller children, or a tiny house, could be a real obstacle for some children who need extra help. During summer vacation, the hot hours of the early afternoon offer an opportune time for reading; while the younger children are napping, the older ones take their book, and the household enjoys a moment of calm.

It is naturally understood that only good books are allowed into the house. In order for a book to be considered adequate, the hero does not necessarily have to be a Saint. On the other hand, it is vital for the plot to take place in a sound, upright atmosphere. We gain a lot by discussing with our children about what they are reading. We learn what they have liked about the book, what they dislike and why.

Could comic books help develop a love of reading in children that are not inclined? Without going into the debate on the benefits and drawbacks of comics, let’s be realistic. Experience has shown that children who already have a desire to read, and read good books often, could unwind with a wholesome comic book without any harm. However, if children read comic books exclusively, they seldom do any real reading; their laziness is being satisfied by the “reading” of pictures.

Where can we find good books at a reasonable price? Public libraries, quite frankly, offer too many inappropriate books for parents to prudently allow their children to explore on their own. Parents can find great classical literature for children in bookstores at a nominal price. Another solution could be for families to loan each other the books that they have. This will also give parents the opportunity to teach their children how to be careful and respectful of other people’s belongings. Traditional publishing houses are also trying to offer children quality reading materials, where Grannies and Godmothers will find ideas for presents. This all being said, here is my wish: happy reading!