A Quote by Eoin Colfer

When I went to school, I was already reading and writing. In fact, I was offended that the other kids couldn't. — © Eoin Colfer
When I went to school, I was already reading and writing. In fact, I was offended that the other kids couldn't.
The fact is that our kids aren't reading books - or frankly, much of anything lately. Schools are under funded, some schools even closing their libraries. Parents have to realize that it's their job, and not the school's job, to get kids into the habit of reading for fun.
So often we think, well, kids learn to read at school, I don't have to be responsible for that. But in fact they learn to love reading at home, and therefore it's really important that we as parents preserve the joy of reading by supporting them and reading things that speak to their hearts, books that they love.
I always say that, to me, it starts with reading. This is something I tell high school kids, college kids, people trying to get into the business, that it's just so much about reading. Read, read, read. So much of everything else falls into place when you just do a ton of reading.
I did a couple of writing seminars in Canada with high school kids. These were the bright kids; they all have computers, but they can't spell. Because spell-check won't [help] you if you don't know through from threw. I told them, "If you can read in the 21st century, you own the world." Because you learn to write from reading.
I do think reading is the best practice for writing, along with writing all the time. I actually never liked writing on my own or in school until I'd had my blog for a while and realized I'd been writing every day for years.
I hadn't learned to read by third grade, which wasn't unusual for some kids. I knew something was wrong because I couldn't see or understand the words the way the other kids did. I wasn't the least bit bothered - until I was sent back to the second-grade classroom for reading help after school.
We give scholarships to high school kids and a new library of books to every preschool child in the county where I was born. I didn't have books at home so I did all my reading at school. I love books and I believe that helping kids to read gives them a great start in life.
I want to make sure kids read by the third grade and are prepared for the fourth grade. As school gets harder and kids get older, the words get bigger... If they don't understand what they are reading, they start to fall back, and their interest in school falls off.
When I was in high school, I was writing a lot. I dealt with my high school angst by writing short plays and short films. I was obsessed with reading 'Entertainment Weekly' and 'Premiere' and 'Movieline' and all those magazines.
Each day, I send my kids to school, and I know other members' kids should also go to school, but we do not support our schools being turned into parliaments.
There's no such thing as a kid who hates reading. There are kids who love reading, and kids who are reading the wrong books.
We ought not to confine ourselves either to writing or to reading; the one, continuous writing, will cast a gloom over our strength, and exhaust it; the other will make our strength flabby and watery. It is better to have recourse to them alternately, and to blend one with the other, so that the fruits of one's reading may be reduced to concrete form by the pen.
What do teachers and curriculum directors mean by 'value' reading? A look at the practice of most schools suggests that when a school 'values' reading what it really means is that the school intensely focuses on raising state-mandated reading test scores- the kind of reading our students will rarely, if ever, do in adulthood.
I teach kids to read on a Saturday for this charity called Real Action. It's a voluntary school because lots of the kids around my area of London are from immigrant families and need extra help with reading.
It is a bit more challenging for the simple fact that now the stories I am writing are relying more on my imagination than on facts, more on research than on memory; so it is basically a slower writing process, more reading, more exploring. On the other hand, this approach is a little bit relieving too, since many times while writing [How the Soldieer Repairs the Gramophone] I felt too close and equal to my character.
When I was about 7 years old, I had been labeled dyslexic. I'd try to concentrate on what I was reading, then I'd get to the end of the page and have very little memory of anything I'd read. I would go blank, feel anxious, nervous, bored, frustrated, dumb. I would get angry. My legs would actually hurt when I was studying. My head ached. All through school and well into my career, I felt like I had a secret. When I'd go to a new school, I wouldn't want the other kids to know about my learning disability, but then I'd be sent off to remedial reading.
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