Universidad Austral de Chile

Facultad de Filosofa y Humanidades

Comunicacin en Lengua Inglesa: Reading and Listerning
How to motivate reading in children: a task of everyone

Students: nica ellado
Francisca Ramire!
"rofessor: Se#astian Arellano
$une %th& '()*& +aldivia
Inde,
Introduction---------------------------------------------------------------------------------------------------------------------.-/
)0Learn to read----------------------------------------------------------------------------------------------------------------.-*
'01hy is [Link] the reading for children-------------------------------------------------------------------.-*
'-)[Link] at school level--------------------------------------------------------------------------------------.-2
/0 Ho3 to motivate reading in children---------------------------------------------------------------------------.-2
/-)0Surround the children 3ith letters and #oo4s---------------------------------------------------------.-5
/-'0Shared Reading-------------------------------------------------------------------------------------------------------.-5
Conclusion------------------------------------------------------------------------------------------------------------------------.-6
7i#[Link]----------------------------------------------------------------------------------------------------------------- ---.-8
Introduction
Since long ago reading has #ecome essential for the [Link] of the human intellect&
3hether it #e for gaining 4no3ledge or 9ust for fun- It is though fre:uently that reading arises to
ac:uire 4no3ledge& #ut associated 3ith this& reading for fun can also #e found- any ancient
#oo4s have #een made for amusement& 3orshi. gods& among others- In order to analy!e these
te,ts& it has #een noticed that .[Link] didn;t e,actly gave some 4ind of 4no3ledge& li4e maths&
.[Link] or art& the .[Link] 3as entertainment& the reading as a mean for fun- <hrough
entertainment reading& many children learned to read at an early age& #ecause they 3anted to
4no3 a story or #ecause they 3anted to imitate .arents and read large novels-
<his [Link] 3ill #e tac4led from a .edagogical .[Link] #ecause that;s our area as
students- <he fundamental o#9ective of this [Link] is to investigate and e,.lain 3hich techni:ues
are the #est for children to get interested in reading& and achieve .leasure reading and not #y
o#ligation- At the same time it 3ill #e given information a#out ho3 .arents could hel. them in
this tas4& as the role of these is .aramount& this has #een recogni!ed #y 7eltr=n and <>lle! ?'(('0
claiming that the .arents must #e good role models for their children& and that these should #e
a3are of the .leasure that it;s generated in their .arents #y reading-
In the follo3ing .aragra.h the organi!ation of this [Link] 3ill #e #riefly descri#ed: first&
it 3ill #e e,.lained 3hat is @learn to read@ and the s4ills that this [Link]& later on& the [Link]
of reading in children 3ill #e denoted and some techni:ues to encourage reading for .leasure&
3ill #e descri#ed- Finally& the conclusion 3ill #e asserted and it;ll deliver a #rief final analysis
and .rovide if the o#9ectives 3ere or not achieved-

Aver the years& reading has #een framed as one of the main factors for the .[Link] to
develo. a #etter intellect and social ease& unfortunately it e,ists a certain stigma #y children
to3ards the reading& #ecause al3ays has #een @related 3ith home3or4& duties& 3ith tedious and
unre3arding situations& to a lesser e,tent& is assimilated to leisure& entertainment and .ersonal
3elfare@ ?Sol>& )%%2:)0- <hat is 3hy the follo3ing [Link] aims to highlight the [Link] of
reading in children and motivate them to read-
)0 Learn to read
<here have #een many times in 3hich has #een :uestioned 3hy children donBt read 3ith
interest the #oo4s that the teachers tell at school& this is #asically #ecause children are taught to
read in a #oring 3ay& they are not taught to en9oy 3hat they read& they are taught to @[Link]
3hat is 3ritten@ li4e codes- An the other hand there are ne3 techni:ues 3hich focus on teaching
reading from a more .layful .[Link]& trying to focus on the reader- <hese techni:ues also
notes that& although the 4no3ledge of the code in the significant activities for reading is relevant&
to .romote selfCe,.loration is fundamental 3riting- ?1eiss& )%8( Cit en Sol>&)%%20-
Reading is a [Link], action that re:uires a num#er of cognitive .rocesses& 3hich ena#les
highly demanding tactics& such as set goals& control your reading& distinguish 3hat is essential
and 3hat is not in the .rocess of reading- An the other hand& the reader should also #e
.[Link] to the time of the reading& #ecause it is not a mechanical .rocess& it ta4es time and
effort to do it correctly& @canBt #e restricted to a course or cycle of [Link] education@-
?Sol>&)%%2:/0
<his is 3hy teachers no3 are seen increasingly 3orried a#out ho3 to teach reading& the
[Link] is on @learning to read@ instead of learning the rest- <o date 3e 4no3 that reading to
@learn@ is more guided and a3are& this is #ecause this ty.e of reading has one o#9ective& also
recogni!es that the te,t #eing read contains [Link] information and re:uires careful attention-
'0 1hy is it [Link] for children to readD
Located at EEI century& it;s unli4ely to find children or young .[Link] that doesnFt 4no3
ho3 to read& although& it is .ossi#le that many do not understand 3hat they are reading& this
ha..ens for e,[Link] 3hen a [Link], te,t is .resented& as might #e of [Link] or .oetry&
3hich are li4ely to contain 3ords that are not commonly used for the readers and are not 3ell
understood-
<hat is 3hy if [Link], te,ts are familiari!ed 3ith children at a young age or are initiated
slo3ly to such #oo4s& their voca#ulary 3ill #e full of ne3 3ords and increasingly have less
difficulty 3hen reading a te,t-
Condemarn ?'((50 also .oints out that the language that children read on #oo4s also serves in
everyday life& used to thin4& s.ea4 and 3rite- An the other 3ay& [Link] of this language is
[Link] 3ith contact 3ith other .[Link] as it is at that .oint 3here children [Link] their
language& learn the function of each 3ord& its use& meanings& rules& @ is enriched 4no3ledge a#out
the language itself and #ecomes a tool for the a..[Link] of other 4no3ledge @ ? Condemarn &
'((5:)8 0
[Link] from the a#ove& that reading is one of the foundations for language [Link]&
there are many other factors 3hy reading is [Link] in children- Some of these factors are:
reading as a means for e,.anding the memory& reading as a factor in academic success or failure&
reading as a means to develo. thin4ing& imagination& and more- <hen& the [Link] that reading
has in schools& its raised-
'-) [Link] at school level:
Reading is very [Link] at the school level& since in the early years of teaching children&
they #egin to understand 3hat they read& this gives them great satisfaction and this is ho3 their
selfCesteem gro3s and they start to feel more confident in themselves- Children that #ecome more
familiar 3ith #oo4s have #etter [Link] #ecause #y vie3ing the 3ords they are getting used to
them- For e,[Link]& a child 3ho 4no3s the 3ord @rice@ can associate it to different .hrases& #ut
he can 3rite it in the right 3ay #y 9ust seen it at least once& @#ecause the [Link] is not logical&
#ut it is historical G---H to master it re:uires a strong reader @?Condemarn& '((5:'(0-

Another [Link] factor is that reading stimulate children and causes since childhood& a
3ish to 4no3 and learn more things& 3hen reading is forming [Link]& imagine .ossi#le
events& reasons& critici!es& infer& an form [Link]& dra3s its o3n conclusions from the reading-
<his affects their schooling directly& #ecause reading is more alert and therefore #etter a#le to
receive ne3 challenges and face them in the #est 3ay ?Loc43ood& '())0-
/0 Ho3 to motivate reading in children
Already clarified the [Link] of reading in children& strategies to motivate reading in
children 3ill #e [Link]- <hese strategies are made so that #oth .arents and educators can .ut
them into .ractice in the young readers-
/-)0 Surround the children 3ith letters and #oo4s:
<his strategy should #e [Link] .rimarily #y .arents& #ecause they are 3ith the children
since they are very small- 1e 4no3 that good readers come from homes 3here there are .lenty
#oo4s or maga!ines- <he central idea of this strategy is that the younger readers should #e
encouraged& for e,[Link]& .arents should discuss 3hat they reading& 3atch the ne3s& etc- <hen
there is also the role of the school& it can do different things to motivate reading& then a..oint the
most functional:
C <he main elements of the classroom must #e la#eled: 7lac4#oard& chal4& 3indo3& chair& ta#le&
door& etc-
C Having a classroom li#rary: fairy tales should #e .lace as 3ell as also& fa#les& illustrative te,ts&
childrenFs #oo4s from different cultures& etc- It is recommended to have at least 2( #oo4s-
C Having a mural diary: the #ulletin #oard should encourage children to colla#orate on it& .utting
greeting cards& letters& etc- Iou can also .lace the names of the featured children& the names of the
children entrusted to .erform some function in the classroom- ?Alliende and Condemarn '(('0
/-'0 Shared Reading:
Shared reading itFs made [Link] for .arentsJ educators to achieve sharing 3ith the readers& in
that situation the- little ones listen very closely to any adult that read to them 3ith e,.ression and
fluidity- ost of the times a giant #oo4 itFs used& if is it unli4ely to get one a craft .[Link] 3ith
letters #ig enough can #e used- <he idea relies in the fact that the children try to follo3 the
reading that they have in front of them-
From this ty.e of reading is 3hen the interest of them increases e,.onentially& so Condemarn
.ostulates ?'((50
1hen children are read to regularly G---H it increases their attention [Link]& their [Link] of favorite
stories is e,.anded and #egin to as4 to #e read again and again- <hrough the sounds and rhythms of a
rich language& colorful illustrations and interesting G---H children see #oo4s as a source of .ersonal
satisfaction ?'((5:/%0-
Conclusion
In light of the a#ove& it can #e concluded that reading is an act of .aramount [Link]
in children& and today a..ears as the 4ey for children to develo. in the #est 3ay in the
educational and social fields- In addition it 3as also cleared that it is not 9ust a tas4 of educators
encourage reading #ut is a colla#orative tas4- "arents and teachers should strive for children to
o#tain gratification #y doing a reading& either a short story or a novel- It 3as also .ossi#le to
understand that reading is not only #eneficial for those 3ho read& #ut also to one s.ea4ing 3ith
that .erson& #ecause to handle correctly the 3ords& communication is e,ecuted .[Link] and the
listener also learns ne3 3ords that is & there is a feed#ac4 inmerse in the .rocess
<hroughout this [Link] it #ecame clear that the tas4 of .romoting reading& it;s not at all
easy& it can;t #e achieve in a year or t3o& #ut rather it;s something that gro3s throughout the
3hole life& therefore it is necessary to never sto. reading& #ecause each time a #oo4 is finished
something 3ill #e learned from it
In summary& it is considered that this [Link] served to su#stantiate 3hat has #een thought&
that reading is an essential act for the [Link] and needs to #e taught& #ecause it is essential
for children to face the challenges that life 3ill introduce- It is also thought that this could #e
#etter [Link] if therFd e,ist government .lans that are really focused on .romoting reading&
this 3ould hel. #oth .arents and teachers& even .[Link] 3ho are not al3ays ta4ing care of
children& as they could #e [Link]& si#lings& etc-
7i#[Link]
Alliende& F K Condemarn& - ?'(('0- La lectura: teora, evaluacin y desarrollo. ?8Led0
Santiago de Chile: Andr>s 7ello
7eltr=n& S- M-& K <>lle!& $- A- ?'(('0- Nl .[Link] de la escuela y la familia en la
animacin y el [Link]!a9e de la lectura-D. del Ro, B. lvarez, SG Beltrn y JA
!llez: "rientacin y #ducacin $a%iliar. &adrid: '(#D)*oleccin Actas-
Condemarn& - ?'((50- #strate+ias ,ara la ense-anza de la lectura- Santiago de
Chile: Ariel Nducacin-
Loc43ood& - ?'())[Link]%over el ,lacer de leer en la #ducacin .ri%aria- adrid:
orata
Sol>& I ?)%%20 Nl .lacer de leer& Lectura y vida,)5 ?/0