Reading is important for children’s language growth and development. In contrast to children who read less, children who are avid and frequent readers not only receive higher reading proficiency scores, but they also have greater opportunities for lifelong learning and good mental health (Sun et al., 2021).
Given this, how can we motivate our children to read more and reap the benefits? According to a report by NIE (2021), it was found that children would be more motivated to read if they had (1) more time to read and (2) more enjoyment in reading. Furthermore, if the books were catered to their interests, they were more likely to engage in reading activities.
In light of these findings, it is recommended for parents to set aside time for their children to read, in any language – perhaps 30 to 60 minutes on the weekend (or as appropriate). To foster enjoyment for reading, parents need to understand their child’s evolving preferences and look for books that their children might be interested in. In other words, parents also play a critical role in cultivating a child’s initial interest in reading.
Beyond encouraging your child to read more, it is also useful to note that children prefer reading print material as compared to digital content (Sun et al., 2021). Some technological challenges that children face include unfamiliarity with online sites, desired books being unavailable online, and difficulty in gauging age-appropriate books online (Sun et al., 2021). As such, parents can source for physical books for their children and encourage them to visit the library or bookstore to increase their motivation to reading.
Fig. 1: Parents reading with their children in a library in Singapore (Tan, n.d.). This is a good way of getting to know your child’s reading preferences and boosting enjoyment.
Reading capability can also affect a child’s reading frequency. One way to improve children’s reading capability, in any language, is to expand their vocabulary (Baumann, 2009). According to the National Reading Panel, vocabulary can be taught in a variety of ways including explicitly teaching new vocabulary as well as exposing the child to many new words (n.d.). For example, parents can encourage their children to read more in their Mother Tongue by engaging in vocabulary instruction in that language (Duke & Block, 2012). With an increased vocabulary, the child would be able to understand their reading material better, which can lead to increased interest in reading more books.
Fig. 2: Components of vocabulary instruction (non-exhaustive) (IRIS Centre, n.d.).
Drafted by: Claire
Edited by: Phoebe, Michelle, Joyce
References:
Baumann, J. F. (2009). Vocabulary and reading comprehension: The nexus of meaning. In S. E. Israel & G. G. Duffy (Eds.) Handbook of research on reading comprehension (pp. 323-346). Routledge. https://doi.org/10.4324/9781315759609
Duke, N. K., & Block, M. K. (2012). Improving reading in the primary grades. The Future of Children, 22(2), 55-72. https://doi.org/10.1353/foc.2012.0017
IRIS Centre. (n.d.). What should content-area teachers know about vocabulary instruction? https://iris.peabody.vanderbilt.edu/module/sec-rdng/cresource/q2/p02/
National Reading Panel (n.d.). Teaching children to read: An evidence-based assessment of scientific research literature on reading and its implications for reading instruction. Eunice Kennedy Shriver National Institute of Child Health and Human Development. https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf
Sun, B., Loh, C E., & O’Brien, B. A. (2021). Report on the reading habits of bilingual children in Singapore 2021. National Institute of Education Singapore. https://www.nie.edu.sg/docs/default-source/oer/report-on-the-reading.pdf?sfvrsn=cbb06553_2
Tan, Y. J. (n.d.). Child-friendly libraries in Singapore. The New Age Parents. https://thenewageparents.com/child-friendly-libraries-singapore/
