During the school career of your child, but especially in the first few years when habits are used to monitor his interest in books and his progress in reading and writing. Ask yourselves these questions:

  • How long did he spend yesterday reading? Last week, last week?
  • When was the last time I saw him reading a book or a magazine?
  • Does he usually finish it when he starts a book? Does he want to go to the library or library to find new books? Does he choose tough ones?
  • If he reads aloud age-appropriate material, does he read smoothly? Sound like unfamiliar words?
  • Does he know what he’s reading? Can he explain it in words of his own?
  • Does he usually spell correctly when he writes? Does he follow grammar and punctuation rules? Is he forming his letters nicely, or is his penance sloppy and careless?
  • Is his writing compatible with his age? Does he carefully choose words?
  • Are fantastic stories written? Does he learn to write essays which are organized and convincing?
  • How often do I see him turning to reference material–a dictionary, an encyclopedia, an atlas or the Internet – to find a response?

We can not expect young children to become interested in reading and writing if they do not witness the regular activities. But where, outside the school, are they going to spend time with books, pencils, and paper? On the playground, not. Not at the shopping mall. Certainly not in film theaters or on the TV screen. It must be at home. Children must observe family members in reading and writing, especially in reading, if they are also inclined to do this. Do not underestimate your example’s effect. In these most fundamental academic activities, your model’s behavior has a direct and lasting effect.

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