Stimulating Children and Adolescents to Read

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Stimulating Children and Adolescents to Read

  1. 2. Reading Beneficts <ul><li>The role of the reader </li></ul><ul><li>Intellectual benefits </li></ul><ul><li>Pleasant activity </li></ul>
  2. 3. The Role of the Family <ul><li>Family: the first reference in children's life </li></ul><ul><li>Natural curiosity </li></ul><ul><li>Interaction with reading material leads to language operating skills </li></ul>
  3. 4. The Role of the Family <ul><li>Five main thing influence children's reading in a household </li></ul><ul><li>The importance of setting the example </li></ul><ul><li>Reading should be a spontaneous process </li></ul>
  4. 5. The Role of the Family <ul><li>Possible approach: dialogic reading (HAY) </li></ul><ul><li>How does it go? </li></ul><ul><li>What are its benefits? </li></ul>
  5. 6. The Role of the School <ul><li>Schools may unintentionally cause children's lack of interest in reading </li></ul><ul><li>reading as an obligation </li></ul><ul><li>texts too far from their reality </li></ul>
  6. 7. The Role of the School <ul><li>activities don't favor aesthetical and pleasant value </li></ul><ul><li>students should read what's of their interest </li></ul><ul><li>Reading stimulation in a pleasant way </li></ul>
  7. 8. Motivating Adolescents <ul><li>many factors discourage adolescents of reading </li></ul><ul><ul><li>lack of stimulation in their early years </li></ul></ul><ul><ul><li>the reading habit is more difficult to acquire with passing time </li></ul></ul><ul><li>they are exposed to unstimulating texts </li></ul>
  8. 9. Motivating Adolescents <ul><li>wrong concepts about the reading habit </li></ul><ul><li>understandable x simplified language </li></ul><ul><li>media integration </li></ul><ul><li>reading habit as a social aspect </li></ul>
  9. 10. Conclusion <ul><li>Encouraging reading habits is a task to be performed by family in conjunction with school. If that is done, children and adolescents will develop their intellect and become conscious individuals, capable of thinking by themselves, exerting creativity and reflecting about the world we live in. </li></ul>
  10. 11. References <ul><li>GOUVEIA, Joana Mesquita Saldanha. Hábitos de leitura em crianças e adolescentes: Um estudo de caso em alunos do segundo e terceiro ciclos do Ensino Básico. Universidade Portucalense, Porto. June 2009. <http://repositorio.uportu.pt /dspace/handle/123456789/170> Accessed on October 31, 2011. </li></ul><ul><li>HAY, Ian FIELDING-BARSLEY, Ruth. Facilitating children's emergent literacy using shared reading: A comparison of two models. Australian Journal of Language & Literacy, Vol. 30 Issue 3, Oct. 2007. < http://content.epnet.com.ez27.periodicos.capes.gov.br/pdf19_22/pdf/2007/3J3/01Oct07/26650221.pdf?T=P&P=AN&K=26650221&EbscoContent=dGJyMNLe80SeprQ4zdnyOLCmr0meprdSr624Sa%2BWxWXS&ContentCustomer=dGJyMPGrtlGuq7FJuePfgeyx%2BEu3q64A&D=aph >. Accessed on October 4 th , 2011. </li></ul><ul><li>SANTOS, Marcus Vinícius Machado dos. A leitura como prática cotidiana e motivacional: Da infância ao crescimento intelectual e discernimento crítico. In Revista ACB: Biblioteconomia em Santa Catarina , Florianópolis, v.11, n. 1, p.29-37, jan./jul., 2006. < http://revista.acbsc.org.br/cgisys/suspendedpage.cgi > Accessed on October 27, 2011. </li></ul>
  11. 12. THANK YOU

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