Americans are the earliest and most creative in cultivating children's reading ability. A recent survey by the International Association for Assessment of Educational Achievement shows that American children's reading ability is better than that of their peers in any other country in the world. One of the powerful examples of American students' super reading ability is that they are also students in the fourth grade of primary school. Among American children, 78% can read adult newspapers with moderate difficulty and 46% can read literary masterpieces with high difficulty, which are 27 and 265,438+0 percentage points higher than the international average respectively.
In addition, children in the United States read more widely than children of the same age in other countries, including the Bible, foreign classic works and relatively simple scientific theoretical articles. However, children in other countries often find it difficult to start systematic reading for at least two years with such profound works.
How do Americans cultivate children's reading ability? Let's summarize some of their practices and skills for parents' reference:
First, create a reading atmosphere: lead by example, so that children can see that their parents' lives are inseparable from good books from an early age.
Let children experience the joy of collective reading as soon as possible. When children learn to read in a collective environment, they can share the fun of early collective reading with their peers and improve their enthusiasm for reading.
Organize a "father-son reading club" or "mother-daughter reading club", where adults and children read the same book and then discuss it on weekends. At the same time, encourage children to read a chapter aloud to the whole family so that the whole family can enjoy it.
When playing, walking or exercising with children, you can make up short stories with your children and record them when you get home. Take the children to the book market on holidays: I'd rather have less.
Buy more books and toys.
Let children realize that reading is not only a means of learning, but also a way of entertainment-when children are really interested in books as much as toys, they begin to be happy to be with books.
Second, not limited to reading content:
Early reading doesn't have to read words. In fact, infants and young children have the interest and behavior of early reading in the "most primary stage" of their lives, but what American children read when they first entered kindergarten is not a "word book" in the full sense, but a "picture book" with bright colors, liveliness and no words at all. Thus, they can easily understand the picture, and also easily find the expressions, movements and backgrounds of the characters, and connect them in series to further understand the story. This kind of "zero-difficulty happy reading" has undoubtedly greatly improved the interest of infants in reading.
Pay attention to cultivating children's interest in "generalized reading" from an early age. Long before children start reading, parents will stop reading with their children as long as they see cartoon posters, simple road signs, notices, house numbers and so on. Americans believe that reading should not be limited to reading "books". Children who are interested in reading in a broad sense in childhood will naturally love reading when they grow up.
Encourage children to read miscellaneous books from an early age. In other words, not only fairy tales and stories, but also books on history, geography, astronomy, society and natural science should be read. In fact, the more miscellaneous books a person reads as a child, the wider his knowledge will be in the future.
Third, there is a "situation" that can do this:
If a kindergarten or school organizes writers to meet children, don't let them miss the opportunity.
There is no need to restrict children from ordering e-books or reading online through their favorite networks.
In order to increase children's reading, children should be allowed to "browse" some books quickly and roughly. In other words, there is no need to "intensively read" every book.
If children occasionally come into contact with a "bad book", there is no need to make a fuss: ask the reason afterwards and indicate where the "bad" is. Of course, children should not be beaten and scolded for this.
Don't "ban books" on children easily. The reason is simple: compared with "good books", there are very few "bad books" in the real sense.
Don't arbitrarily declare that "reading too much" is the cause whenever a child has vision problems.
If your child's reading ability is obviously lower than that of children of the same age, don't criticize endlessly, because this will only make him resist reading.
If the child has difficulties in reading, don't give him ready-made answers at once. On the contrary, it can inspire him to make reasonable reasoning through imagination.
4. Parents' task: Parents should find some special interests or needs of infants in reading, so as to provide timely and appropriate help. Books provided to children must be suitable for their age and cater to their interests.
Understand and be good at summarizing the strengths, weaknesses and interests of children's reading, and make a report to the teacher through the parent-teacher meeting to help the teacher treat children more effectively.
Fifth, reading gives guidance.
Try to let a 3-year-old read 10 minutes at a time. Book a suitable newspaper or magazine for your child as soon as possible. Get a library card for your child as soon as possible.
Be a child 3? When you are 4 years old, you can help him set up a small private library, guide him to number books, and let him learn to repair broken books.
Encourage children to lend their books to friends and allow children to borrow other people's books. At the same time, we should emphasize the need to care for other people's books and return them as soon as possible. You know, children also learn some social skills by exchanging books. Families with computers can guide their children to write fairy tales or short stories with illustrations, and then bind them into books and distribute them to children for reading. Support children to participate in the "drifting book" activity. The so-called "drifting book" is to ask children to "pass" a book they think is wonderful to their friends, and then "pass" it from the second reader to the third and fourth readers.