Read only once…then what?

Viewing 3 posts - 1 through 3 (of 3 total)
  • Author
    Posts
  • December 28, 2019 at 9:26 pm
    Chris
    Participant

    CM said that a reading should be done only once, to emphasize attentiveness in the child, and then the child should narrate what he or she remembers.  My question is, if the reading should only be done once, and the child misses half the points he or she heard (due to lack of full attention), should he or she not have another go at it?  Would it be wise to allow the lessons to continue on when the child is missing information?  As a parent who plans on teaching narration to his child, I would like more detailed information about this process.  For myself, if I miss something I’ve read, I’m going to re-read until I understand fully.

    December 28, 2019 at 9:48 pm
    CrystalN
    Participant

    The beauty of starting with a younger child is that most likely whatever is missed is not terribly important. The parent should make the child aware that they missed something, so the child will be more inclined not to miss the next time. I think the main point of only one reading in early years is to teach the habit of attentiveness. Knowing there will be only one reading should encourage the child to want to pay attention. So by the time the lessons become critical they have developed the habit. For myself I find that if I have to go back and re-read it was probably because my mind wandered. I know the SCM posts on the subject do suggest writing important names or places on a whiteboard for the child to refer to.  All that said, if you are starting with a teen I am not sure you would insist on only one reading of their chemistry text, if they miss something they may fail a test or class. Not sure how you might handle that. But with a young child whatever they miss is not going to make or break their education. They will get more if they digest part of a living book than if they ace a dozen fill in the blank worksheets. I hope that helps a bit, am sure more experienced parents will chime in.

    December 29, 2019 at 2:46 pm
    sarah2106
    Participant

    I think it depends on the age of the student as well as the material being read.

    When my kids were younger some went over their heads (sometimes do to lack of attention, other times just a bit more info and I did not take a break as I should have) and I could tell it was not all sinking in, but that was ok, they were learning the skill of listening and narrating and I knew that material would be revisited. As they got older expectations also grew. They were learning to listen and narrate so the expectations for those skills grew.

    Some children do better reading along with a read aloud, others do fine just listening. Some do better having something in their hands like silly putty, others that would be distracting.

    I am also always amazed at how out of the blue one of the kids will mention something that was read a few days or even weeks before and they make a connection with another book or experience. I thought they were not listening and narrations were still being learned and felt like they were “lacking” but they were learning it just took a bit of time for it to all come together.

    My oldest is in 8th grade and some of her school does require her to read it and then reread it, science especially, but it is a lot more information and takes time to sink in. So yes, I think sometimes rereading is ok, but her text is more challenging vs what my 3rd grader is doing and if he misses some, he will revisit it when he is older 🙂

Viewing 3 posts - 1 through 3 (of 3 total)
  • The topic ‘Read only once…then what?’ is closed to new replies.