Challenging the Reluctant Reader

The passive reader's task is obvious. Children who read everyday have more fluent languages, better students and higher academic achievements. But if you are a passive reader's parent, helping your child to understand it and practice it is two totally different things. Reading is a painful chore for your child. When you ask them to read books, you may accept any number of avoidance strategies, from simple arguments to some very interesting texts.

If language is a problem read and talk about what you read everyday. This is difficult for passive readers, but books related to your favorite events, such as ballet and zoo visits, may give you encouragement. Hope said: "The key is to keep fun and short lived." Ask for help. Hope said that if you are concerned about your child's progress, the school can help. Does the teacher recommend counseling? Until the third grade of elementary school, most children did not undergo the learning disability test, but in some cases Hope said children's hearing tests and visual inspections are appropriate.

Most passive readers have reasons for disliking to read, especially if you have experienced some kind of reading failure in the process of school education. Most passive readers are shy, confused and dissatisfied with reading and reading achievement. According to Hebb (2000), "The first step to motivate these students is to understand why they are not ambitious, to build self-esteem, confidence and sense of accomplishment." Safety (Hebb, 2000). Irene says in his article that the reading process is influenced by many factors such as language ability, memory ability, reasoning, experience, etc. (2009). Struggling and passive readers need personal confirmation, individual acceptance by individuals and teachers, to help them develop the desire to grow and learn (Hebb, 2000).

In any classroom, passive readers and struggling readers are obvious and need help from educators. This is the dilemma that most junior high and high school teachers face during that year (Hebb, 2000). During the education period, passive and struggling readers experienced sorts of failures that failed reading and writing. Because they did not want to feel the pain of failure again, this failure decided to refuse to read or write to them. Teachers and students must understand that each student's learning style is different, and students and teachers have different backgrounds, experiences, and knowledge (Hebb, 2000).