books [Theme] Page 2

If your child has problems reading books, offer him comics to read.

To prevent your child from making a mistake when choosing a book for independent reading, you can use the “five-finger rule.” It works like this: the child opens the selected book on any page in the middle, begins to read, and each time he encounters an unfamiliar word, he raises one finger. If he opens all five fingers to the end of the page, it means that the chosen book is most likely still too difficult for him. But since the child has chosen it, do not deprive him of the opportunity to get acquainted with this story - read the book out loud to him.

Teenagers are very busy, so reading a picture book can be an option when time for socializing is extremely limited.

Picture books are great for teaching thinking.

A good book is a good book, and it doesn’t matter whether it’s a picture book or something else. The main thing is to read to children those books that interest them and develop the ability to understand literature and its value.

You need to understand that a real reader, like an endurance runner, cannot be trained in one evening. This happens slowly and gradually. Start with short picture books, then move on to books that you need to read several days in a row. Then you can take on short stories, already divided into chapters (this is convenient!). And finally, you can take on books of a hundred pages or more.

Children are naturally curious and wonder what will happen next. Therefore, reading aloud is an essential tool for developing children's attention.

The vast majority of people (though not all) view reading as a social activity: it is important for them to share their experiences related to the book and discuss its characters. If the teacher does not have enough time for this, he must “borrow” time from other subjects that are not as important and universal as reading, that is, from everyone else. But if your child really wants to talk to you about a book, try to be sensitive and accommodate his need. Postponing the discussion until the next day means missing out on a great opportunity to understand how the book resonated with your child, and what connections he had from what he read to his own life. You can discuss childhood experiences and anxieties through the prism of what is happening with the characters, in connection with the development of the plot. The most serious conversations I have had with children about their own lives occurred while or after reading aloud to them.

Discussing what you read is extremely important, and the conversation does not need to last long. Even the simplest questions like “What do you think about this?”, “How do you feel about this?”, “Are you wondering what’s next?” can be the impetus for a conversation (short or long). One way or another, it is necessary to take time to think and discuss what excited the listeners.

It is better for a child under two years of age to read the same books often than to read different books rarely.

Young children ask to be read the same book over and over again because it helps them learn language (including story structure). This process is called immersion. Listening to the same book over and over again is part of immersion. Repetition, among other things, promotes mental development: the child hears speech, masters words and concepts, acquires certain speech skills - and the necessary neural connections between brain cells arise and are strengthened.

Recommendations for parents of one-year-old children

At the age of eight months, the baby prefers not so much to listen to a book as to leaf through it. Give him this opportunity: this is a type of research activity, but there is no need to completely give up reading.

Books for a baby in his first year of life should stimulate his vision and hearing, that is, they should contain color pictures and sonorous texts that attract attention.