Raising Bookworms

As many parents and caregivers know, it's not always easy to get busy little ones to sit down and enjoy a book. With stairs to climb, towers to topple, and big sisters to pester, reading is often the last thing on young children's minds.

So how do you encourage literacy with the youngest set? We talked with Emma Walton Hamilton, author of the newly released Raising Bookworms: Getting Kids Reading for Pleasure and Empowerment, to get her thoughts on this very important issue.

RIF: Many parents feel that there is no real benefit to reading to an infant, that they are too young to appreciate books. Why do you feel it's important to read to babies?

Emma Walton Hamilton: I am always amazed when parents ask, "When should I start reading to my child?" The answer is simple: as soon as you start talking to them! Listening to language is HOW children learn to use it for themselves. Getting babies used to the idea of looking at and listening to books as early as possible, especially when supported by an activity that connects reading with pleasure, such as cuddling or nursing, is important.

RIF: Between learning to walk, climb, run, and jump, many toddlers are too busy to sit down and enjoy a book. How do you encourage literacy with this age group?

EWH: The key lies in keeping the focus on pleasure. First and foremost, we must never try to force toddlers to sit still and listen to a story–little and often works best with this age group. Gauge your child's interest level as you go, and either move the story along a little, linger on a page, or stop as needed.

Active toddlers may find it easier to listen if their hands are occupied. Try offering crayons and paper, or a favorite toy, to engage them while being read to. Look for reading opportunities while they are occupied with something else, such as during a meal or at bath time. Always bring books along on outings, to read while waiting for appointments, or to look at while in the stroller.

RIF: Many young children insist on hearing the same two or three books over and over again. Is this OK, or should families try to discourage these "book ruts?"

EWH: In the words of the wonderful French author and teacher Daniel Pennac, "To reread is not necessarily to repeat. To reread is to provide fresh proof of enduring love." An essential part of raising a reader is to notice which books your child really seems to respond to, and to return to them often. As he or she becomes more familiar with the material, you can deepen the experience by pointing out details, asking questions, etc.

RIF: Some parents are intimidated by reading aloud to their kids, worrying that they are not natural performers or that their own literacy skills may be lacking. What advice would you give these parents?

EWH: You don't have to be a born performer to engage a young listener in a story... but there are a few simple tricks that are helpful. One key component is to invite participation. Toddlers love to turn pages, make sounds, repeat words or phrases, lift flaps, and name things. It's all about interactivity, and it takes the focus (and pressure) off of you.

Here are some other suggestions I offer in the book:

It's important to enlist other family members and loved ones to be "readers." The vast majority of preschool teachers are female, so it's essential for fathers, grandfathers, uncles, and brothers to read with children, especially boys, as much as possible, to provide positive male role modeling.

Ultimately, though, it's more important to read with your child, to share your time and your love than to allow self–consciousness to prevent you from reading together at all.

RIF: What's your feeling on audio books? Does this count as reading?

EWH: Absolutely! Audio books' many benefits include providing demonstrations of fluent reading as well as phrasing and articulation, offering access to books a reader may be unable to read independently, and supporting struggling readers by helping them relax into the story. They are also a wonderful alternative to electronic games and DVDs, especially while traveling. Bear in mind, too, that kids have different learning styles–some are more visual, others experiential, and still others are aural learners.

RIF: So many children's books get published each year. Do you have a favorite resource to learn about the best new books?

EWH: These days, there are hundreds of great resources for parents to help in this regard. Some of my favorites include:

RIF: Some young children are very adamant that they don't like books. How do you encourage reading with these resistant and reluctant youngsters?

EWH: Forcing reluctant readers to read when and what we think they "should" be reading only serves to further connect reading with pressure or chore. The better choice is to employ what I like to call "stealth mode" techniques to establish, or re-establish, the connection between reading and pleasure. This is really the whole premise of the book, which offers more than 150 strategies and activities in this regard. Some examples are:

It's all about creating incentive. Someone once told me they hid dollar bills in their children's books to keep them reading–that may be going a little too far, but you get my point!

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