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Many children today are so engrossed in the latest technology that they barely have time to open a

book and read. As teacher we have to help them develop a genuine love for reading at an early age.

So how exactly do we do this? Well it doesn't take a genius to do so. Here are some very easy and
practical ways on how you can make your pupils love reading:

• Be a role model

Children learn best through modeling. Have you noticed how children would often emulate the way you
act or talk? In fact, there are times they even play teacher and you'll be surprised to see them copy the
way you move and talk to them in class. So you can just imagine the extent of your influence among
these young learners.

If you want your children to love reading you have to show them that you also love it. Read a book in
front of your class every now and then especially during break time or after school hours. Show them
your collection of books and let them see you enjoy reading them.

• Use varied reading materials

Children are easily bored especially if they're always reading the same textbook. You shouldn't only
develop a love for reading in your pupils but also teach them to appreciate all kinds of reading materials.
Let them go to the library once in a while where they can read encyclopedias, almanacs, journals,
fairytales, legends, and so much more.

• Provide wholesome reading activities

Many children are not fond of reading because afterwards teachers would only ask them questions then
that's it. Teachers often fail to provide enrichment activities. As a teacher, you must be resourceful
enough to come up with some wholesome activities in line with reading. For instance, if the children
read a fairytale you can ask them to act out or draw their favorite parts.

Integrate reading in all your lessons. Allow them to read even if it's not their English class. You can let
them read the procedure in their experiments in Science or the instructions in their arts and crafts
activities. You should also give assignments that include reading a variety of resources from magazines
to online references. In other words, you should make reading a part of your everyday lessons. Once
you're able to do all these, it won't be long before your children develop a genuine love for reading.

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Helping Children Develop a Love for Reading

© 2007 Super Duper® Publications

Super Duper® Handy Handouts!® Number

• Play word games aloud with your child during free moments in the car, at the doctorʼs office, while

cooking or cleaning, or when taking a walk outside. For example, “Name all the fruits you can” or

“Think of all the words that rhyme with cat” or “How many words do you know that start with the

letter d?” With older children, spelling games, crossword puzzle books, word searches, etc., are

entertaining as well as great vocabulary builders. To avoid frustration, start with puzzles that are not

too difficult.

• Use magnetic letters and boards to spell messages, build sentences, or practice spelling words.

Leave special messages for each other using the magnets.

• Praise your child for the progress that he/she makes with reading expression, fluency, vocabulary,

and word recognition. Compliment their decoding skills when reading new words and for being

attentive to their tasks.

• When your child is reading, periodically interrupt and ask questions

that promote higher-level thinking and reasoning. For example, “How are

these two boys alike?” “What do you think will happen next?” “How would

you feel in this situation?” or, “How do you think the story should end?”
• Create a reading corner with special shelves full of books, a chair, and

sufficient light. Make sure the shelves are easily accessible for safety as

well as for reshelving the books once your child finishes reading them.

• Give a diary, stationery, or notebook to your child/children for keeping a

journal of events, daily activities, trips, etc.

• Have your child read to you from the newspaper as you do quiet household chores (e.g., folding

laundry, dusting, cooking, or baking). Let your child scan the newspaper and select titles, photo

captions, ads, or whatever interests him/her to read. Have younger children read the cartoons and

continue the story frames with what they think will happen next.

• Encourage your child to read to younger siblings, friends, or other family members. Do not force

your child to read to the family “for entertainment” if he/she is uncomfortable reading aloud or is not

confident in his/her reading ability.

Parents are able to set the best examples for good reading habits. Children emulate the actions of

their parents. Parents are their childrenʼs greatest and most influential teachers. When your child sees

his/her parents reading for enjoyment, he/she will assume that reading is a fun and natural experience.

The rewards of good reading skills last a lifetime.


Developing a genuine love for reading

1. Developing Genuine Love for Reading is focused on the idea of letting students appreciate the story
selection. Genuine Love for Reading (GLR) aims to trigger the schema of the learners. GLR sets the
mood of the entire reading lesson. GLR prepares learners for the actual reading of the text. Rationale
and Objectives of GLR

2. In the GLR stage, teacher establishes proper mind set, activates the students’ schemata, introduced
the theme and motivates them to read the passage.

3. Pre-reading activities are done before the actual reading or the text. Activities: Establishing the
proper mind set, activating the learners’ schemata, introducing the theme and motivating the learners
to read the text.

4. Is defined as the stimulus to create and sustain intentions. Motivation determines the extent of the
learners’ active involvement and attitude towards learning. Motivation influences the arousal,
selection, direction and maintenance of all human behaviors.
5. Motivation stimulates students to acquire, transform and use knowledge (Groccia, 1992, p.62).
Research shows that with proper motivation, learning is quicker. More areas of the cortex become
involved (Smith, 2002). In Smith’s article, he summarized the motivation theory. A child’s motivation can
be viewed as maturing through 4 phases. The child moves from self-interest to plesue to competition
to immersion.

6. Weller (2005) provides general principles of motivation in any learning situation. Basic principles of
motivation are applicable to learning in any situation. 1. The enviroment can be used to focus the
student’s attention on what needs to be learned. 2. Incentives motivate learning. 3. Internal motivation
is lasting and more than self-directive than is external motivation, which must be repeatedly reinforced
by praise or conrete rewards.

7. 4. Learning is most effective when an individual is ready to lern, that is, when one wants to know
something. 5. Motivation is enhanced by the way in which the instructional material is organized.

FINAL REFLECTION

There will always be much to learn about reading since it is so comprehensive. Although I feel as if I have
just scratched the surface of all there is to know about highly effective reading instruction, I do feel like I
have learned a lot throughout my internship experiences and research. This reading capstone has
organized all of the things I have learned about effective reading instruction in one place. I know that
this capstone will be a constant reminder of all of the things good reading teachers do when planning
and implementing lessons. All 15 indicators ensure that reading instruction develops the necessary skills,
teaches content, develops character, and motivates readers. My STAR scores show that by
implementing these indicators the students will make learning gains. By continuously monitoring
student progress and reflecting on my own teaching, not only will the students consistently improve but
so will my teaching.

Honestly, through this experience I have already seen improvements in my reading instruction. Overall, I
have had more successes than failures and anytime I do fail I feel it ends up being a success because it is
an opportunity for me to grow. The greatest success thus far is the wealth of knowledge I have gained
and have been able to implement. I have learned and seen first-hand the importance of making data-
driven decisions, differentiating instruction, modeling good reading strategies, building background
knowledge, making connections, implementing higher order thinking, establishing a print rich
environment, and motivating students. Most importantly I have found a love for reading and teaching
reading. I have never enjoyed reading, until this internship. I now thoroughly enjoy reading to the
students and seeing them hang on to my every word. I love getting groans when I stop reading because I
know it means they were deeply interested in what I was reading. Our discussions are also the most
engaging when I do the rad alouds. The students get so involved! My hope for the students is that see
my genuine love for reading and make it their own. Everyday all I can think about is how I can engage
and motivate students to become the best readers they can be. I know that in my future classroom I will
continue to establish a culture for learning that I hope all students will grab a hold of.