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Reading is a vital skill for anyone wishing to increase their vocabulary and knowledge of the world (whether English speaking or otherwise). It is also essential to carry out many everyday activities. There are a number of ways in which we can enable young people (or older) to gain pleasure from reading. The first would be to allow choice of reading materials to a certain extent. Being made to read something specifically for a test or assessment is never going to be particularly enjoyable and could create a feeling of stress around reading in some people. Texts come in many forms, whether fiction, non-fiction, poetry, song, recipes, comics, graphic novels, newspapers, online sites or blogs, and students must be encouraged to see the value in whatever they are choosing to read for themselves. If the reading has a purpose, it will undoubtedly be received better by the student (whether the purpose is to teach a specific skill, to learn something or for pleasure). In addition, a teacher needs to take the time to know about the interests of their pupils and their reasons for wishing to learn the language in order to create an atmosphere of excitement and curiosity. A wide range of text-types should be made available to the learner – food or toiletry packaging (if appropriate), atlases, menus are some examples to add to those mentioned above. Part of enjoying reading is down to the environment in which you are working and, while I understand that there will be constraints regarding budgeting and facilities available, the spaces available for reading must be as inviting and as comfortable as possible. This means providing (if plausible) a choice of places to sit, particularly for young children, and enabling students to share their reading experiences and things that have brought them pleasure or helped them learn a certain concept. There should be time for them to discuss the texts they have enjoyed or found to be beneficial. The Engage Phase must provide the learner with the motivation needed to continue with the session. Music, song, pictures or videos are some of the stimuli that could elicit discussions or spark interest. When considering students for whom English is an additional language, there has to be opportunity for the pupil to be pre-taught essential vocabulary that will help them make sense of a particular text. This can be made more fun by becoming part of a game. It is vital that the student has enough vocabulary to grasp the general meaning of what is being read before focusing on finer details. Modelling fluent and expressive reading is a great way for children and adults to learn the flow of the language and how the pitch alters according to what is happening in the text. From my experience as a teacher, I know that if I sound captivated by something I am reading, the students too are likely to become enthralled by what they are hearing or reading about. “Reading aloud is both educational and social, so there are layers of value there,” says Dr. Carlsson-Paige. Plus, children learn to read best—and to love it most—when they hear countless stories over many years in a meaningful context (think cuddling on a parent’s lap) https://www.parents.com/toddlers-preschoolers/development/reading/18-genius-ways-to-make-kids-love-reading/ I have found that presenting comprehension questions in a variety of ways (rather than just reading and writing answers), helps the learner to enjoy what they are doing more. For example, I have done treasure hunts, where pupils need to seek for the answers to questions, matching games, Quiz-Quiz-Trade (a structure taken from Kagan), Rally Coach (also taken from Kagan). Overall, I would say that a love of reading can be fostered at any age, but is most easily encouraged in younger learners. It is important that the reading is not forced or seen as a chore as this could dissuade the learner from continuing in their studies. Teachers, parents and wider members of the community can all show themselves as readers and demonstrate how it has helped them or motivated them in their lives.
