Building a Reader

Some people just aren't natural readers. Sure, they'll read a menu or a street sign or maybe even that obnoxiously long text over your video on TikTok, but they never were pulled into what many find the magical world words can weave.

There may be many reasons for a person's disconnect with the literary world, but none of those mean a bridge can't be built. Or a boat or plane. Or maybe even a steam engine if we're feeling vintage.

Each year I do book talks to gear up for my project about teen issues and young adult novels for my high school students (I am a high school English teacher). Book talks are like a way to snag interest with a little teaser or the basic premise. Essentially, these are like book trailers without the crescendoing music and big booms.

Astonishing fact (which might, in fact, astonish none of you). Some of my students have never finished a book... like ever... which is somewhat depressing.

When I say finish a book, I'm not including those books that were read to them at a young age that are predominately pictures. I'm not including books that were read to them in class (or they got the gist of through class discussions and a halfass search of CliffNotes). I mean these students have never willingly picked up a book, started at page one, and made it all the way to the end.

Upon having this discussion with my students, I did a little digging. As someone who has had a burning fire-like passion for reading for as long as I can remember, I was lacking the understanding to connect with those students who might not even have a spark. I read an article in the New York Times titled "How to Raise a Reader" written by Pamela Paul and Maria Russo, illustrated by Dan Yaccarino. This article struck me in multiple ways as both a mother as a young child as well as a high school English teacher.

First, this article breaks up how to raise a reader at multiple ages. They don't demonize you for not doing it when they were straight out of the womb painting you as a failure. Sure, starting early is great, but as the cliche states, there's more than one way to skin a cat.

Another thing this article emphasized was diversifying. Sometimes, I get stuck in the genres I enjoy, but obviously my tastes will not appeal to all students. It is important to diversity at all levels, too! You don't have to stick to those cutesy princess books for your girls or the big trucks for your boys. Interests do not follow some imaginary binary gender line. Mix it up!

At first you're often reading with your kids and super involved, but as they get older we tend to naturally unplug from what they're reading. You're human and can't read all the books (though wouldn't that be amazing?), but you can ask them about what they're reading or talk about the characters they like (and despise).

Another item covered in this article was the aversion to non-traditional reading items. Sometimes, teachers and adults might be quick to throw out the things that don't "look" like books to us, but reluctant and visual readers can benefit greatly from thinking outside the norm. If they're reading, they're reading! Let them pick what they're interested in. This includes manga, comic books, texts about computer games, audiobooks, nonfiction sources, and so on. Topics or book types are not a one-size-fits-all.

One big thing to remember is that you are not alone in getting your students or children to read. Value your local or school libraries and librarians. Look past your own knowledge to dig into someone else's brain. (I suggest using questions rather than a shovel, though.)

It's never too late to build a reader.