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Reading Interests of Children Ages 8-12. Pages, 1 -19 . Objectives:. Students should be able to Demonstrate understanding of children’s reading interests. Recognize the factors in Book Selections. Recognize The differences between the two genders’ reading preferences.
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Reading Interests of Children Ages 8-12 Pages, 1 -19
Objectives: • Students should be able to • Demonstrate understanding of children’s reading interests. • Recognize the factors in Book Selections. • Recognize The differences between the two genders’ reading preferences. • Be overawed by the importance of the teacher’s role in promoting reading to children.
Introduction • Teacher makes the difference in whether children become readers. Readers don't just know how to read; they choose to read. So, it’s important for the language teacher to provide learners with interesting short stories from the finest treasures of English literature to induce in them a desire to make reading as a habit and develop reading strategies. • When students read, they are exposed to the conversations and the dialogues which are actually used in the outside world. These dialogues and conversations create a situation inside the classroom for using language which the learner might need outside in the society.
When the target audience is a reader aged (8-12) Young fluent readers tend to only want to read about things that interest them. fortunately, nearly any topic can appeal to some segment of this group. children at this age are particularly sensitive to being lectured or patronized. Unlike young children, fluent readers quickly spot a lecture and will either skip the story or resist the message.
8-12 aged readers like to get involved: many magazines try to include activities, puzzles, experiments, crafts, recipes, etc. with content whenever possible because fluent readers like to learn and do. They also yearn for a feeling of independence and competence, so whenever activities can be done without adult help, children are specially attracted. • 8-12 aged readers have scope: They are especially interested in the exotic – things they haven't experienced. Space, exotic animals, faraway places, these are the topics that capture young readers because they feed both their curiosity and their imagination. This is the age at which science fiction and adventure begin to be popular. Also mystery stories interest these readers because they feed both their curiosity and their need for mystery (as they figure out the clues to solve the mystery) .
8-12 aged readers can stick to a story with meaning: Fluent readers can handle meeting new words, as long as the meaning is apparent from context. • 8-12 aged readers learn by example: Having one character tell another how to behave is rarely effective for this age group. Instead, having a character struggle realistically with a decision, and perhaps making some wrong steps, will help the reader draw his own conclusions about what would have worked better for that character.
How can you encourage your students to read on a regular basis? • Make a habit of reading to your students every day, whether they're 4-years-olds or a 12-years-olds. • When your student is able to, have her read to you . you can take turn reading chapters in a simple chapters book, for example. • Assign that they read a book every week or encourage that they go to the library every week. • Discuss books with your students, especially those assigned.
Be aware of your students’ interests and direct them to related books. • Provide books for you students that are related to their special interest. • Try to find a series that they really like and will want to continue reading. • Provide a comfortable reading area, with good lightening in your class. • Talk to you students parents and ask for support in the matter. • If your students like a particular author check for other authors or books that portray the same style.
Interest appears to be the most influential factor in determining Children's preferences, it comes from a variety of factors. One important factor is a personal connection to the actual text through perspectives on life. Experiences and background knowledge are important to students because it helps them understand a book. Students often enjoy stories that they can compare to their own lives in some way. Word difficulty plays an important role in the reading level of a text. If a child surveys a passage and cannot read many of the words, then the child will probably reject the book because it is too difficult.
Interest in reading material is a strong motivator for reading, and it also can influence children to select literature that is more difficult and increase the period of time a child reads. In fact, interest can improve comprehension, which can improve students' overall attitude about reading. Allowing children to select their own books provides motivation to read and encourages growth. So, teachers should gently guide children in strategies for selecting books rather than selecting for them.
Factors in Book Selections Many students use structural indicators when determining if a book is of interest to them. For example, one of these clues include book thickness, the illustrations, the cover, the title, back of the book summaries, critic quotes, the author's name, and chapters headings. However, Children's main criteria for selecting and liking a book are:
1. Characterization: Children usually like characters who acted as they did. They enjoy literature in which character's experiences and traits are similar to their own, such as economic status, family situation, and school life. Children also like characters in series books (why?) Because they come to know them. 2. Physical Characteristics: Attractive books spark children's curiosity. Children select books that has attractive covers, bright colors, appealing pictures or illustrations. They also consider Title, book thickness, and the number of the pages when selecting a book.
3. Author Impact: Some 8-12 age students select books written by their favorite author. Familiarity with an author influences students who read for pleasure. Students enjoy series books by authors whom they are already familiar with. Children also like books by a specific author. Many children are interested in stories written and illustrated by popular authors, such as Dr. Seuss or Lemony Snicket.
4. content: A book's subject matter plays a role in determining what book students will select to read. Content appears to hold value and engage young readers. 8-12 age children read about special interests that spark their attention. These special interests usually related to learning about people, animals, or how to acquire a certain skill. Curiosity sparks questions to which children want answers, so they read to satisfy this need. 5. Plot: Children like plots that are episodic. They enjoy these stories because they proceed event-by-event, and because they are easier to understand and follow.
6) Genre: Mystery and adventure are two genres that children rate highly. They value other genres as well, such as Humor, suspense, Science fiction, and thriller. Romance is a genre of literature that students find interesting, however, this romance should be both appropriate and engaging for students. Nonfiction is interesting for students who want to know how something works. Most often, the nonfiction categories selected by children are biography and science. 7) Recommendation: Most children read the same books as their friends, and they read what other students from their class read or what peers say are good books. 8-12 age children are often interested in their friends' interests and recommendation because it helps them find books with less effort. Parents, family members, and teachers also provide recommendation to children on what to read.
Gender Differences in Reading Selections. All Children differ from one another. Because of this, researchers have conducted studies to see where differences lie between children with regard to reading. They found out that children differ in their reading selections mostly because of the following factors: 1) Age. 2) Intelligence. 3) Gender.
Girls' reading preferences are different from boys'. However, there are always similarities between the two genders preferences. Both genders enjoy humorous and adventurous stories, though the topic of these genres may vary between the two genders. They both also enjoy animal stories, and books about specific holidays.
*Boys' Reading Selections* *Girls’ Reading Selections*
The Teacher's Role • The role of the teacher in developing children's reading interests is essential. "Teachers need to be aware of the strategies students actively employ during the process in order to promote a lifetime love of books and reading” • It is imperative that teachers are knowledgeable about students' strategies for selecting books, so they can help children learn to choose books related to their interests.
However, teachers need to exercise caution because children lose interest in reading when monitored too closely, and they do not like frequent questions about what they are going to read. Teachers should model strategies for selecting books, but allow students opportunities to select their own without direct help. • Teachers can help children develop more interests in books by providing a variety of materials and resources for children to borrow. These materials should fit the diversity and range of students in a classroom. By providing resources that allow children to have choices, their reading interests will grow. • Teacher can also promote reading through presentations, read aloud, book sharing, and book clubs.
Teachers need to provide in class opportunities for students to read and reflect as well as time for children to interact with peers about books. Students need to talk during class to express their interests about books. Through this interaction students can influence and motivate each other. • Children can respond to literature through talking, acting out a story, or even writing a script. So, teachers should allow for a variety of expression styles so they can meet their students' needs. • Teachers need to take the time to find out what their students really like ( how?). they can interview, observe responses, use questionnaires, journals, and informal reading inventories to find out about students' reading interests.
