I have always loved to read.
As a child, I would organize and categorize my books, planning the next 5 books to read. When I was in fourth grade, I was introduced to mysteries, a genre that continues to be a favorite today.
I also remember the years when I was assigned books to read, many of which I would not have selected on my own. Some of the titles became favorites while others were a challenge to finish. Whether or not I enjoyed the book, reading the same title as my classmates created a bond through the shared experience, discussions, and opinions.
Now that I am an adult, I continue to connect with friends in book clubs or during long discussions about favorite authors, series, or titles. We will talk for hours about the differences between a book and the movie or show, analyzing the casting, storyline, and actors’ portrayal of characters. We connect over non-fiction reading as well, comparing stories in the news, magazine articles, and research reports. Political discussions are informed by the opinion of others on social media, articles, web pages, or blogs.
Reading connects us to our world, our neighbors, and the possibilities for our future. It is a powerful use of language and can transport us to the castles of faraway lands, the bottom of the ocean, a magical land of animals, or to the center of a football game.
Reading is also natural. Small children begin reading, recognizing their favorite restaurants, movies, or television shows by the mascot or logo. The pairing of a picture with a word leads to the eventual recognition of the word without any pictures. As formal instruction in reading begins, most children continue the learning that has occurred in the environment and applies it to books, magazines, worksheets, and notes or letters.
Reading is the foundation of everything: communication, learning, connecting, adventure, employment, and so on. In short, reading is the most essential life skill.
Students with cognitive disabilities benefit from participation in rich reading instruction. They will learn the skills and share in the conversations and connections with peers that come from the shared experience. They gain skills to access new information, derive an option, and understand the perspective of others.
True, all adults don’t read with the same fluency or speed. However, we know from historical research that reading increases an individual’s employment opportunities or salary. Reading increases the choice to attend a college program or pursue a chosen career. Reading protects an individual from fraud or misinformation. Reading increases the likelihood of freedom as an adult to make their own decisions.
We must ensure that all students are allowed to become a reader. Prioritizing reading in the student’s daily schedule will serve to increase their success as an adult. The best thing we can do for our youth is to make sure they know, reading is for everyone.
