Children's reading habits

I'm reading a very good book. It's The Book Whisperer; Awakening the Inner Reader in Every Child by Donalyn Miller. Miller is a 6th grade reading teacher in Texas. The book was recommended to me by a good friend who's a 4th grade writing teacher in Texas.

The book's a primer for other reading teachers, I guess. But any parent, teacher, or writer who's writing for children would benefit from reading it. Miller says a lot of wise things. She understands children and their reluctance to read, and - year after year - has witnessed their elation when they discover the deep satisfaction that comes from reading.

That must be fun.

She has a classroom filled with 2,000 books which she purchased with her own money, and from which she lets her students choose the 40 books they're assigned to read every year.

40 books in one year is a HUGE GOAL for many, many 6th graders. We are firmly in the "books are boring" league with this group. Yet the majority of Ms. Miller's students make their goal.

One thing Miller talks about a lot is how insecure her students are about choosing a book at the beginning of the year. They don't know how to choose a good book, or what's out there, or even what they might like to read. This amazed me.

How can a child reach the age of 10 or 11 and not know what they'd like to read? They know what food they like to eat. And what movies they want to see. How can they not know what they want to read about?

Parents often don't know how to choose books their children will want to read, either. That amazed me, too, when I first started hearing it from parents years ago. How can that be, when they know their children better than anyone? Isn't acting as their child's advocate in reading as much a part of the job description as any other aspect of its life? Think about the thought we put into their food alone.

I say, let's go straight to the readers. Teaching children how to choose a good book should be among the first steps they're taught in schools if we want to turn them into lifelong readers.

If parents don't know how to choose a book, and children don't know how to choose a book, maybe schools need to start teaching "The Art of Choosing a Good Book" in kindergarten, and then every year after that while the child's in school.

Maybe, instead of testing them to see if they can read on grade level, testers should first find out whether they even know how to choose a book they want to read. If they don't, they should be taught that.

Because if they don't learn that reading is wonderful, how can they learn to read at all.

What I'm Reading and Why

Children are a tough audience. I tell them during school visits that I think of them as "ruthless readers."

Ruthless, I say, is what one boy in Michigan defined as "show no mercy."

They seem to like the idea of being people who show no mercy. You'll reject a book because of its cover, I tell them. Or if you don't like the first sentence, or the way the type's laid out. Research shows, I say, that boys won't read a book with a girl on the cover.

And then I look around at the boys and see they're pleased, heads vigorously nodding.

I was thinking about their reading habits recently, and how important it is that they learn to form reading habits, and decided to list the books I read this past week and jot down why:

The Last Summer of the Death Warriors (YA) by Francisco Stork. I loved Marcello in the Real World. I'd read a good review of this one. The children's librarian at my local library had the ARC and loaned it to me. If I didn't know Stork, I might have passed it by. Title's foreboding, cover only so-so.

My Last Best Friend (mg) by Julie Bowe. In a recent blog, Elizabeth Bird said she couldn't keep this book, and the second one, on her shelves. I thought, wow. I should know about these. The local children's librarian hadn't heard of them but she checked her computer. The library had them. They were both available. She said to me, "Do you know how many branches the New York Public Library has?"

Looking Like Me, a new picture book by Walter Dean Myers. Illustrated by Christopher Myers. This was a no-brainer. An author who makes words sing; a graphic, hip-hop cover; illustrations by the boy I know from "Love to call him in the morning love to call him, 'Hey, there, son'."
Note: It's impossible not to read this one out loud.

Back of the Bus, a new picture book by Aaron Reynolds, illustrated by Floyd Cooper. Why? The face of a little boy on a bus holding a marble on the cover is beautiful; I liked him already. I knew from the title what the subject was about and understood from the feeling of the illustration that this was a warm, human approach.

How do you choose books? What does that mean to us as writers?

"A writing-life is not a life."

That's what Joyce Carol Oates says in the Fiction 2010 supplement to the most recent issue of The Atlantic. It's from an except of a novel she has written about widowhood after the death of her husband of 48 years.

Oates' point is that when people see OATES on the spine of a book, it has nothing to do with the person she is in real life. She goes on to say that "being a writer always seems to the writer to be of dubious value."

I know this to be true. Many children's book writers feel sheepish about calling themselves writers. Until they get validation by publishing, it feels too lofty.

Then Oates said that teaching writing is different.

So, teaching writing is a life.

The difference is, according to Oates, that "teaching is an act of communication, sympathy - a reaching out - a wish to share knowledge, skills; a rapport with others ...; a way of allowing others into the solitariness of one's soul."

It got me thinking.

I would never call the fact that I write children's books a "writing life." The writing life went out with Hemingway. It's my job. It's what I do to express myself, yes, but it's also my profession. And it helps keep my household afloat.

But aren't my books, or any writer's books, "an act of communication, sympathy - a reaching out - a wish to share knowledge, skills; a rapport with others; a way of allowing others into the solitariness of one's soul?"

And doesn't reading them make children better writers?

If so, does that make us all teachers?

It was a dark and stormy afternoon ...

Actually, the sun has now come out. But this is my first blog post, so the air feels full of portent.

Some writers are more relaxed about this kind of thing than others.

I write children's books. I read children's books, too. But I probably read more adult fiction. There is no reason for this.

It just is.

Sometimes, the best thing about a book is the poem at the front. Here's one I just read in a wonderful book An Unfinished Life by Mark Spragg. I cannot recommend it highly enough. When I teach myself how to link titles to Amazon, I will.

For now, here's the poem. Even if I didn't know a few elderly people who have died lately, I'd still love it.

There is nothing like a perfect poem to make a writer feel humble.

It's called Not Dying:

These wrinkles are nothing.
These gray hairs are nothing.
This stomach which sags
with old food, these bruised
and swollen ankles,
my darkening brain,
they are nothing.
I am the same boy
my mother used to kiss.