The Skilled Non-Reader
By Mark W.F. Condon, Unite for Literacy vice president
These days, pretty much every time we encounter the word “reading” in a communication about schooling, we’ll also find the word “skills.” We might read or hear that, “Our school’s reading scores indicate a need for better skill instruction,” or, “We need to assess her reading skills before we can identify a properly leveled book.”
A focus solely upon skills is unfortunate. It clouds the fact that there is so much more to reading than reading skills. Of course, reading does require skill, but avidly reading with full and rich expression of a text’s meanings, which should be the single most important goal of any school’s literacy curriculum, also requires the child to understand the complexities of how language and print work together. If we are to get every child, regardless of innate talent or culture, to the point of eagerly reading self-selected books, then much more than skills will need attention. Children must learn that books are intended to inform and entertain them...that books are for exploring exciting new ideas and experiences, not just about saying all the words correctly.
For example, think of using an electric drill. Anybody can pull the trigger and make the drill spin. However, drilling isn’t carpentry; it’s just a regular part of carpentry. It makes working with wood easier and faster, but only if the user knows enough about wood and drilling and the particular project at hand to confidently use a drill efficiently and effectively, without leaving only a pile of sawdust.
The same is true for reading. One of the saddest encounters a teacher can have is to hear a child rapidly saying the text instead of fluently reading it. The flat, expressionless result may indicate a high level of reading skill; but it also signals a lack of understanding of what reading is and how it is used by humans to communicate. Such robotic “reading” can suck all the life out of a text. The kids who just make the noises represented by the letters are unlikely to read much for their own enjoyment. Those who mechanically read usually tend to be reading for someone else, not for themselves. Where’s the fun or excitement in that? And reading like that can result in confusion about any book or magazine’s message and ignore the essential concept that all print can carry feelings, information and vicarious experiences of personal or world significance. Indeed, skill-only instruction and assignments can result in a child going through the motions of reading and writing while slowly growing into an alliterate, a sad child who can read and write a bit, but rarely chooses to, because the humanity and joy of literacy have been left behind in their reading experience. Rather than learning to appreciate the rich and rewarding personal meaning of the material, these “skilled non-readers” have concluded that reading is not worth doing.
Meanwhile, preschoolers who have enjoyed repeated lively readings of beloved self-selected books soon begin joining in while others read to them. And before long, they are sitting in a pile of books, “reading” to stuffed animals or their dog with expression and delight that captures the essence of each book, even if there is a not a perfect match with the text. This “fluent reading-like behavior,” as explored by David Doake in his book Reading Begins at Birth, is so compelling that those overhearing a young reader are unaware that the child is not “really reading.” Yet, these little ones have absolutely internalized the central meanings (and language) of the text.
So, how can teachers and parents help children learn about the personally rewarding uses of print to communicate with others across time and space? One of the most helpful things is to connect novice readers with more mature, expressive readers. They can have meaningful conversations about each of their books and their reading.
Let’s meet Colin, a 2nd grader who avoids reading, and his new “Book Buddy” Ryan, a 5th grader who loves to read and loves the idea of working with younger struggling readers. As they settle in together, Ryan asks what Colin is reading, and discovers that although his young partner liked the cover of his book, he’s not really interested in it. “I’m not too good at reading words. Sometimes when I’m reading, I forget what I’ve read.”
Ryan understands that—it’s what he used to do. He suggests that Colin try looking at the pictures and thinking about the characters and what’s happening in the story. “That kind of got me away from just reading words and got me thinking more about what was going on in the story. Reading got a lot more fun then. Now I’m reading chapter books with no pictures, but I always try to make pictures in my mind when I read—like watching a movie."
Ryan learns that Colin does not have a favorite book (Ryan has lots of favorites), so he takes Colin to the library. “I’ll show you some books that I liked when I was your age.” Ryan reads excerpts from different books, and Colin is captivated. “I wish I could read like you,” he says.
“Thanks,” Ryan says. “You know, if you read a lot, you’ll be able to read like that, too.”
When a reluctant reader spends time with an avid reader, so many things are possible. Using the example above:
Colin can see that Ryan has a collection of books he loves and he’s excited to share them.
Colin learns that Ryan didn’t always read well. He used to get stuck, too. But now he knows to use pictures—ones in the book, or ones he imagines in his head—to make sense as he reads.
Colin was surprised to see that Ryan really loves to talk about books, and think about how they are like his life, or something brand new and interesting.
And Colin loves hearing Ryan read. Ryan makes reading interesting and fun!
By spending time with Ryan, Colin might even conclude that reading is really worth doing, and that he can learn how to do it, too.
Will one meeting as book buddies alter Colin’s view of reading? Probably not. But in time, as the two settle into their relationship and find some books they both enjoy, it will. They can even get into problem-solving as readers: how to figure out words they don’t recognize; how a particular sentence might be read aloud with rich and appropriate meaning. And the two buddies can always talk about what they have selected to read and share the delights and confusions they are experiencing.
This is the WHY of books and reading. The understandings about literacy that Colin is learning offer clarity for creating and sharing complex messages, WHEN print is personally important and when it is not. Further it offers HOW to joyfully create the richest meanings from their chosen books, lunchbox notes from family members or anything in between. This is the role that print, more than any other medium, can have in celebrating and living a fulfilling life. It is that understanding about books and reading that transforms reluctant and skilled non-readers into those who always have a book going, who love sharing books with friends and family, and from whom we must pry books away to get them to the dinner table…lifelong readers and learners.