1. He obtains information independently and freely from the reading materials, without the help of others' company, explanation and retelling, that is, "I read".
He has a strong desire to read, and he is very willing to read. He doesn't need to be driven or supervised by others, that is, "I want to study."
3. He can choose his own reading materials, control the reading process, and get information from various types of reading materials, not limited to a fixed type of reading materials, that is, "I can read".
He can read for a relatively long time and benefit from it for a long time, that is, "I insist on reading".
This is also the natural state of mature readers when reading, which is what naive parents call "real reading". Children's reading should naturally not be out of this state. What we usually see and mention, such as reading punch cards, parent-child reading, picture book reading, reading aloud and pointing reading, largely deviates from the original intention of reading. If a child's reading activities have never been active, free, accompanied, supervised, indoctrinated or trained, it will not develop smoothly into real reading.
The reading discussed in this book is an active reading activity independently conducted and controlled by one person, including four elements: I read, I want to read, I will read, and I will continue reading. Sincerely, my parents are in this state of "independent study". The cultivation of children's reading ability discussed in this book refers to "helping children learn to read independently"
I read: personalized free reading
For a real reader, reading is a free private activity carried out purely according to his own wishes-he can read whatever he wants, whenever he wants, and how he wants to read. He doesn't need to be accompanied by others, report to others, explain to others, and report to others. He has gained something from independent reading, and he doesn't need others to judge whether his gains are enough.
A mature reader also has his own reading skills. He knows how he wants to read and how to read. Some people like to make cards, some never make cards, some like to write book reviews, some read quickly but never write book reviews, some like to read silently, and some like to discuss and share what they have read with others. These are the readers' own reading skills and their own reading freedom. A mature reader will take the initiative to learn new reading skills when he feels it is necessary, but no one can force them to learn any "necessary" methods.
Some adults also know that it is impolite and unpleasant to interfere or even criticize others' reading. However, it will be much more difficult for our children to gain the rights of a reader, protect their reading life and make reading an individual activity based entirely on their own wishes than adults.
When children are young, parents think that children can't read books if they can't read, and they must read aloud or explain, so children lose the right to read.
When children can read by themselves, parents will think that children can't read well, and always try to interfere with all the processes of children's reading, for example, choosing books for children, making plans for children, setting goals for children, setting "standard actions" for children, and controlling children's reading gains. So that children lose the right to decide what to read and how to read.
Parents hope to build their children's ideal reading life with the help of this knowledge, supervision, inspection and criticism, but the direct result is often that children regard reading as "homework" assigned by their parents.
The high participation and bold reading life of children stems from the control of children's desires. Under the banner of "I am all for your own good", parents are in charge of their children almost everywhere, including studying.
Now everyone pays attention to "grinding ears". You can grind children's ears anytime and anywhere, or you can attend training classes and tell them a book over and over again. Parents not only regard their children as "reading containers" that can be input at will, but also set up "reading machines" at will to monitor their reading status and reading effect anytime and anywhere. As long as you feel that your child's reading state is not good, such as inattention, reading too fast, reading too slowly, you will criticize your child and think that the child lacks something, and you will find ways or attend training classes to help your child train his child "quickly" and "efficiently".
But children are independent individuals, and reading is an activity that directly helps children build their spiritual world. Parents control their children's reading without restraint, not cultivating them, but destroying them. They can neither expect their children to gain their own gains from reading, nor can they expect their children to fall in love with reading.
I want to read: active reading driven by interest and flow.
Reading intention is driven by two important psychological mechanisms: interest and flow. Interest stimulates the initial reading intention, and flow encourages readers to continue to devote themselves to reading.
Interest is a passion and a part of everyone's good life. Interest does not have to be high in ability, nor does it have to develop in a more capable direction. It is the passion to do it, and it has nothing to do with doing well or doing badly.
The real interest is to make people happy, or in other words, people will be emotionally interested in things that can bring people happiness. Although everyone's interests vary widely, doing interesting things brings people the same happiness. People who like reading get the same pleasure from reading.
You don't need to "insist" on what you are really interested in, and you will also like it very much. When an "interest" needs external force to "persist", it has deteriorated. In addition to not making people feel happy, it will also produce stress and even become pain. Many contradictions in the parent-child relationship come from parents' insistence on letting their children study, and they simply don't feel happy "interest".
After the interest is generated, it can certainly stimulate and cultivate children's interest, but we must use positive methods, including support, encouragement, discussion, sharing, recognition and affirmation. Positive methods will not reduce the happiness and sense of accomplishment brought by interest, will not turn interest into pressure, and will not be compulsive.
When children are interested in reading, they will experience the feeling of flow in reading. Once they enjoy the feeling of flow, they will feel like an addictive class, so you can try to get this experience again and again.
Mihaly csikszentmihalyi found in "Flow" that the most experienced psychology thinks that flow is related to the following eight elements:
(1) facing a job that can be completed;
(2) be able to concentrate on doing it;
(3) This task has clear objectives;
(4) The task has immediate feedback;
(5) Being able to go deep into action without being far-fetched;
(6) A fun-filled experience enables people to control their behavior freely;
(7) Entering the state of "forgetting me", but after the flow experience comes to an end, the self-feeling will become stronger;
(8) The sense of time will change-a few hours is like a few minutes, and a few minutes may bring as rich an experience as a few hours.
In fact, children often experience flow in various natural, undisturbed and uncontrolled activities. Flow will appear when the child is very young. For example, build a set of building blocks, concentrate on not being disturbed for a long time, and then enjoy the happiness of "building blocks". If a child can often experience flow in his reading and learning life, learning to read will become something he is particularly willing to devote himself to, rather than a "task" demanded by his parents.
However, some parents often unconsciously do things that affect their children's flow experience. For example, if a child concentrates on building blocks, adults will disturb him and kindly ask Buddha for help or guidance. Children want to read books, but adults think they can't understand them, so they need to tell him word by word.
Children are often disturbed, forced or denied in their daily lives, and it is difficult to experience flow from this incident. If parents establish a model of "managing" their children from an early age, this model will naturally continue after their children go to school, thus affecting their flow experience at school.
Therefore, to cultivate children's reading ability is not to give them "reading habit training", but to help them satisfy their reading interest and experience the flow brought by reading. Only in this way can children be willing to take the initiative to read and enter the state of "I want to read" driven by the inherent reading will.
I can read: effective reading based on personal reading ability
A real reader has her own reading ability, and can read effectively by her own ability: choose reading materials, control reading progress, read various types of content and get enough information from them to achieve effective understanding, and her reading ability will continue to improve with the accumulation of reading time.
The cultivation of children's reading ability also includes the cultivation of reading material selection ability. A child who won't choose what his parents give him or her, and who won't choose without the help of his or her parents, can't talk about reading ability at all.
A real reader also has the ability to independently control the reading process, reading quickly, sometimes slowly, sometimes intensively and sometimes extensively. Children readers need not only the freedom to decide how to read, but also the ability to decide what they can do. From this perspective, children who are supervised by their parents and accompanied by "* * *" lose both this freedom and the opportunity to develop this ability.
Of course, a real reader will also read unfamiliar and unfamiliar content, and so will children. Read not only words, but also symbols, pictures, tables, flowcharts, mind maps and other texts. The ability to read all kinds of questions and styles is also the ability of a real reader. Of course, children don't need reading materials such as poetry, prose, drama, biography and political theory. But they can't just read one book.
I insist on reading: real reading is a lifelong activity.
A considerable number of parents who cultivate their children's reading ability do not focus on their children's continuous reading. They are more concerned about how many books their children read before a few years old, how many days their parents and children read, how many books they "read" for their children, how much time they spent and how much economic investment they made to cultivate their children's reading ability, but they rarely care about whether their children will always love reading in their future growth and regard reading as a pleasure rather than a task.
Children who have been accompanied and urged by their parents have never become real scholars and have never entered the state of "I study". When parents are going to retire, children have not learned to read without their parents' company and supervision.
Children who ask their parents to read and tell books every day will be wrongly taught by their parents. Children like reading. In fact, children mean "I want to hear you read to me", not "I want to read". This is because parents always think that children can't understand without their parents' help.
Children who only read picture books all the time may not even understand simple math problems after school. This is because they often read a single book instead of trying other books.
Many children don't get the status of "I insist on reading". They stop reading without their parents, or they can't read pure text books from picture books, or their parents care too much.
Many of these things "break" with reading because our parents' reading concepts and methods are biased and inappropriate. If you have similar confusion, I recommend you to read the reading manual. It is more difficult for a child who is "broken" in reading to start a truly independent reading life again than a child who has never received such training. Don't be a thankless parent