The Amazing Flight of Little Ray displayed at 50% of viewport width
April 2019 by V. R. Duin

PAY READING FORWARD FOR EDUCATION, DEVELOPMENT AND LEARNING

And when Little Ray heard their words,
he came to his senses and thought about birds.
Under their feathers, they had to have skin.
If so, Little Ray's fight was about to begin!
(The Amazing Flight of Little Ray)

Pay reading forward to help children achieve success at school from early childhood education through advanced development and learning.

Early Childhood Education and Up:

Cincinnati Children's Reading and Literacy Discovery Center gives insights into the power of picture books. Their 2018 study of 27 children of about age four confirms visuals greatly aid early development and learning.


A speaking voice alone is not captivating for children. Viewing animated stories on screens offers no time for children to think. Reading aloud with pictures engages thought. It builds imagination and concentration skills.


Early reading develops creative thought and power. Picture books are important for the first five years of a child's early childhood education. Text and pictures merge to stimulate attention, memory and focus.


Developing minds benefit from focus and stimulus. Employers place premiums on the soft skills of social grace, communication strength and emotional intelligence. Children get early starts with cozy story time.


Reading helps spelling, writing and thinking. The magic of performing aloud with a child combines warmth, sight and sound. Once children determine books are fun and interesting, they create reading and study habits.


Child readers are given an advantage with literacy skills. The closeness that develops during Reading Exercises with a child is warm and reassuring. Children gain a better grasp of material with guidance from trusted adults.


Environment impacts education. Traditional, virtual and one-on-one tutoring conditions provide a variety of teaching models. A system of checks and balances comes with the comfort and freedom of questions in the home.


Children are attuned to distraction and disinterest. Attention to digital devices discourages interaction. Frustrations of work, school and screen time are contagious. Reading is a personalized, authentic and divergent escape.


Few children from disadvantaged backgrounds receive individual preparation. A reading history enhances the ability to analyze and comprehend written content. A culture of persistent learning starts at home.


Advantaged children often begin school with strong foundations. Networks and interactions in upper echelons teach awareness of the extent to which books mold character, advance knowledge and increase income.


Non-readers fall behind in school and become discouraged. These students have high truancy and drop-out rates. They connect with peers and further distance themselves from positive associations with book learning.


The U.S. Department of Education presents statistics about literacy and crime. NCES surveys of literacy behind bars reveal 60 percent of prison inmates are illiterate and 85% of juvenile offenders have reading problems.


Education appears to be happening too late. Education, development and learning increasingly is taking place in prisons and detention centers. Early education has given way to rehabilitative lessons and work programs.


Only half of children in the United States read at grade level. Readers, writers and educators should be alert for independent opportunities. Reading mentors using pleasurable materials may raise reading rates for generations.


Home reading programs add non-punitive consistency to reading practice and enrichment. Books for story time cultivate culture, establish expectations and facilitate future studies of math, science and technology.


Reading for pleasure and enlightenment may remain in adulthood. Reading enables adults to meet accelerating change with independent study for development of new skills. These books rarely rise in “the system”.


Students welcome stimulation outside the standard curriculum. They like the suspense of problem-solving as they read. Exposure to exciting and original ideas and concepts inspires them to see, hear, discuss, act and learn.


There is a one-size-per-age control on reading in schools. Parents know their children better than the bureaucracy does. Parents make informed choices about their children's health, diet, lifestyle and religion.


Schools with low parental involvement have low achievement rates. Reading exposes children to the outside world and expands vocabularies. It gives them practice with extracting and analyzing useful information.


Education puts limits on parental participation in school activities or operations. Children may not be allowed to read outside their age level. Standards may be lowered. School choice is discouraged in remote areas.


Parental efforts to raise reading rates are building. Average grade school students should read stories at 125 words per minute. For average students in junior and high school that rate should be 200-250 words per minute.


Students must receive the individual attention they deserve. Students often are bored and under-challenged by the system of repetitive routines and narrow subjects. Students may require other types of preparation.


Learning no longer may be happening. Conduct deteriorates when material seems irrelevant. Common sense recognizes differences in learning styles and abilities cannot be served by a one-size-fits-all approach.


Home-schooling is on the rise. Parents are instilling heritage, refinement, ethics and knowledge in their children within the safety of home. Online connections help stimulate ideas, discussions and activities for growth.


Parents can foster wellbeing without pulling their children from school. They can encourage critical thinking and discuss global threats in a positive way. They can guide their children to overcome real-world fears.


There are many benefits to joint learning with adults. Close-up inspection and interesting discussion help connect storied action and characters with real-life observations. Time management and interpersonal skills are fostered.


School children resist conformity. They are inattentive when forced to study subjects they find no need to know. An inquiring mind must be self-motivated to absorb marketable technical and professional skills.


Passions are central to career quests. Early development and learning start at home. Talents and interests are identified, setting the stage for sophisticated skills, dynamic achievements and improved life opportunities.


Basic literacy is a life skill. Books enrich language exposure and strengthen school readiness. Interesting and far-out subjects may lead reluctant readers to plan and prepare themselves for challenging lifetime pursuits.


Real-world connections are needed for real-world advancement. While glued to electronic devices, children disconnect from the learning process. Distance diminishes focused attention and reduces cooperative participation.


Reading provides information, insights and viewpoints. Determined effort and study improve reasoning and management of new situations. Positive reinforcement aids in the push for intelligence and judgment.


Attention to fast-moving screens is shallow and reactive. Too much is happening to allow for deep thinking. Reading facilitates pause for thought. Reading develops the mental faculties needed to process information.


Each child deserves an early start and a wide variety of materials to examine. Exposure to interesting words and content helps pave the way for success. Reading improves when children are shown the pleasure in it.


Readers of this article recognize that reading matters. An interest in arts and sciences likely came from an adult. Reading aloud to children teaches an appreciation of books. Let's work together to pay reading forward.