A Quote by Mem Fox

If we are always reading aloud something that is more difficult than children can read themselves then when they come to that book later, or books like that, they will be able to read them - which is why even a fifth grade teacher, even a tenth grade teacher, should still be reading to children aloud. There is always something that is too intractable for kids to read on their own.
We have an obligation to read aloud to our children. To read them things they enjoy. To read to them stories we are already tired of. To do the voices, to make it interesting, and not to stop reading to them just because they learn to read to themselves. Use reading-aloud time as bonding time, as time when no phones are being checked, when the distractions of the world are put aside.
When I was in the first grade I was afraid of the teacher and had a miserable time in the reading circle, a difficulty that was overcome by the loving patience of my second grade teacher. Even though I could read, I refused to do so.
I like reading books about kids where there weren't really many adults, where they didn't need an adult to come and solve the problems for them. They could use their own ingenuity, use their own talents to solve whatever the issue was. And I like that still. I think that children want to read about heroic children. They don't want to read about children that have to be saved all the time.
Unlike most readers in Antiquity who read their books aloud, we have developed the convention of reading silently. This lets us read more widely but often less well, especially when what we are reading-such as the plays of Shakespeare and Holy Scripture-is a body of oral material that has been, almost but not quite accidentally, captured in a book like a fly in amber.
Where is the book in which the teacher can read about what teaching is? The children themselves are this book. We should not learn to teach out of any book other than the one lying open before us and consisting of the children themselves.
The books we read change over the years as new books come out and they change over the grades. Books we are reading in fifth and sixth grade now may have been seventh and eighth grade books in the past, or the other way around.
I've only cried at one book, but I'm too embarrassed to tell you which. It wasn't terribly intellectual. I will admit, though, to crying when I've read books aloud to my elementary class. We read a biography of Gandhi once, and it was very difficult to read the part where Gandhi was killed, because they were waiting for a happy ending.
Experts generally agree that taking all opportunities to read books and other material aloud to children is the best preparation for their learning to read. The pleasures of being read to are far more likely to strengthen a child's desire to learn to read than are repetitions of sounds, alphabet drills, and deciphering uninteresting words.
Take a book, the poorest one written, but read it with the passion that it is the only book you will read. Ultimately, you will read everything out of it, that is, as much as there was in yourself, and you could never get more out of reading, even if you read the best of books.
I think I'm still fed by my childhood experience of reading, even though obviously I'm reading many books now and a lot of them are books for children but I feel like childhood reading is this magic window and there's something that you sort of carry for the rest of your life when a book has really changed you as a kid, or affected you, or even made you recognize something about yourself.
With twins, reading aloud to them was the only chance I could get to sit down. I read them picture books until they were reading on their own.
As a poet and a teacher, I read all the time. I know I read slowly. I like reading, but I don't read any more than I have to.
Attention spans are changing. It's very noticeable. I am very aware that the kind of books I read in my childhood kids now won't be able to read. I was reading Kipling and PG Wodehouse and Shakespeare at the age of 11. The kind of description and detail I read I would not put in my books. I don't know how much you can fight that because you want children to read. So I pack in excitement and plot and illustrations and have a cliffhanger every chapter. Charles Dickens was doing cliffhangers way back when. But even with all the excitement you have to make children care about the characters.
I love to read. I'm still pen pals with my ninth-grade English teacher, Mr. Shanley. He tells me what books to read.
I'm trying to make the poems as musical as I can - from the inception. So that whether they're read on the page, or people read them aloud, or I read them aloud, the musicality will be kind of a given.
One way to be aware of it, to teach to yourself, is simply to read work aloud. I love reading the endings of books aloud when I start nearing the end.
This site uses cookies to ensure you get the best experience. More info...
Got it!