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Reading - Encouraging Positive Attitudes: Strategies for Parents and Teachers

Revised by Laurice Joseph, PhD
Ohio State University

In the classroom, reading instruction typically focuses on specific skills such as sounding out words
and building vocabulary. However, the development of positive reading attitudes is often overlooked. Children with positive reading attitudes tend to be willing to read, enjoy reading, become proficient, and become lifelong readers. On the other hand, children with poor attitudes toward reading may only read when they have to read, tend to avoid reading, and may even refuse to read altogether. A child’s attitude toward reading may have a profound impact upon his or her overall academic progress.

The Role of Parents in Promoting Positive Reading Attitudes

As children progress from early childhood through their school years, they develop strong likes and
dislikes, including positive or negative attitudes toward reading. Parents may underestimate the critical role they play in the development and shaping of their child’s reading attitude. For example, young children view their parents as experts. Therefore, the information and values that parents share with their children about the importance of reading can significantly affect the attitudes that children develop.

Parents are also role models for their children. By observing the attitudes that their parents exhibit—both verbally and nonverbally—toward reading, children will tend to develop and demonstrate similar attitudes. In addition, because children (particularly preschoolers) seek and desire approval from their parents, they tend to develop the attitudes and values that parents will praise and reinforce.

How Parents Can Promote Positive Reading Attitudes

The Role of Teachers in Promoting Positive Reading Attitudes

Children tend to attribute considerable expertise and wisdom to their teachers, particularly in preschool and primary grades. Most children are eager to please their teachers as much as their parents and will be quick to model the attitudes and behaviors they observe in school. Because they directly teach reading, teachers may overlook opportunities to reinforce reading for pleasure—and not just for homework.

How Teachers Can Promote Positive Reading Attitudes

Giving the Gift of Reading

Be alert to the many activities of modern society that compete for reading time—video games, television, sports, computers. Parents and teachers today face a significant challenge to create a home and school environment that supports and instills a love for reading. However, your efforts will bring children the gift of a life-long habit of reading.

Resources

Carr, M., & Borkowski, J. G. (1989). Attributional training and the generalization of reading strategies with underachieving children. Learning and Individual Differences, 1, 327–341.

Gambrell, L. B., Morrow, L. M., Neuman, S. B., & Pressley, M. (2003). Best practices in literacy instruction (2nd ed.). New York: Guilford. ISBN: 1572308753.

Norton, D., & Norton, S. (2002). Through the eyes of a child: An introduction to children’s literature (6th ed.). Upper Saddle River, NJ: Prentice Hall. ISBN: 013042207X.

Pressley, M. (2002). Reading instruction that works: The case for balanced teaching (2nd ed.). New York: Guilford. ISBN: 1572307331.

Wood, T. (2004). See Johnny read! The 5 most effective ways to end your son’s reading problems. New York: McGraw Hill/Contemporary Books. ISBN: 0071417214.

Websites

Reading Rockets—www.readingrockets.org
Provides a wide range of ideas, articles, and strategies for parents and teachers.

Reading Pains—www.readingpains.com
Provides information and articles for parents. This site was created by Tracy Wood, an author and a parent of a child with reading problems.

Laurice Joseph, PhD, is on the faculty of the College of Education at Ohio State University, Columbus, OH. This handout was adapted from the original handout by Joann Mullen (1998). in Helping Children at Home and School: Handouts From Your School Psychologist. (National Association of School Psychologists).

© 2004 National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814—(301) 657-0270.