FIRST PERSON
talking over one another as usual.
JP was eager to tell me about the pictures in his imagination (re: visualizing), and Luke was full of predictions — some spot-on and others a little far-fetched.
I helped them make connections to a movie I knew they liked and to a trip we’d just taken to The Wilds. With some gentle prompting, they were able to make inferences based on clues the author supplied.
Much like the students I taught, these brothers are very different readers. One is starting to take off, and the other, like his father at this age, has a learning disability that makes reading a struggle.
At 7 or so, my older son— now an adult — told me that he loved books but hated to read. For him, reading aloud was an important component of his ability to appreciate great stories filled with detailed descriptions, authentic dialogue, engaging conflicts and satisfying resolutions.
JP, like many other learning-disabled students, has a vivid imagination that is enhanced by listening to stories of all kinds. Hearing them exposes him to morecomplex narratives that he cannot read on his own but that he fully comprehends and appreciates.
As the school year continues, I encourage parents of children from infants to early adolescents to make reading aloud an important part of the family routine. Children benefit from
language — subconsciously, they We invite readers of all ages to submit a personal essay of musings or reflections for First Person. The guidelines:
A range of styles and subjects (but no political/ opinion pieces) is encouraged, with a preference for content of a topical nature.
Your writing must be original and previously unpublished. It can be funny or serious, local or global, but it must be your own.
A submission should run no longer than 18 column inches (about 700 words).
No pay is provided. No publication guarantee learn about phrasing, pacing, pronunciation and expression. We all learned to speak by hearing others talk. Continuing to listen to more-intricate language builds vocabulary and takes literacy to a whole new level. Making reading a positive experience early on encourages a lifelong love for the written word.
Reading, a bonding experience, can open doors to valuable discussions. An author might explore a subject that your child feels deeply about, and the story gives him permission to ask questions and share feelings. As youngsters enter middle school, the range of topics tackled by young-adult authors is almost limitless. Choosing the right book is crucial and might require conversations with teachers or librarians or a search on websites that recommend titles.
Older children want to be able to choose what they read or what is read to them. Let them lead the way.
Finding a quiet time to read might sound is granted.
All text is subject to editing.
The writer should be identified by name, age, occupation, hometown and phone number. Anyone selected for publication will be asked to supply a photograph or have a photo taken.
A submission used becomes the property of The Dispatch; it cannot be reproduced elsewhere without our permission. impossible to some people, but it can be done. Frequently, shared reading occurs right before bed. It is a great way to begin to calm down and unwind before falling asleep.
Bedtime, however, isn’t the only time that reading aloud to a child makes sense. My mother-in-law read to her three during dinner on nights that their father worked late and got home well past dinner time. A friend read to her daughter at bath time — books and bubbles.
I first read “Hatchet” aloud to my two sons during a long car trip with my husband behind the wheel.
Slapping Paulsen’s book closed during the recent visit with my grandsons, I exclaimed in an overly dramatic voice, “The end!”
Although we had reached the last page, their questions, comments and what-ifs took us well past their bedtime.
Pretty smart cookies, these guys.