Why do some children not like to read?

It is common to find parents and teachers commenting that their children or students do not like to read or do not have the habit of reading.

We have some questions to analyze:

1- Resistance to autonomy.

Reading and writing indicate independence, and the ability to read the world and what is going on around you produces more independence. Some children who are emotionally resistant to development often subconsciously describe this process. If this occurs, parents or teachers should seek help from a psychotherapist or psychiatrist.

2- Absence of the habit of reading in the family.

Children register in their conscious and subconsciously the observed actions, much more than the audible words, for example: “You need to read”, but at the same time, parents do not have books at home or are not accustomed to reading.

3- The presence of any disorder or difficulty in learning.

Signs that a child has a learning disorder or difficulty can be noticed even in early childhood, but they are usually best noticed when a child begins the formal literacy process in the early grades of elementary school. It is a common mistake for parents and teachers to say that they should wait for the time of maturity for each child, but this time of maturity has pre-set milestones that must be adhered to, such as the right time to crawl, walk, speak first words, fine and thick motor coordination, etc.

4 – Difficulties in phonological awareness or in central auditory processing.

Some children have difficulties understanding or recording letter sounds or those who have difficulty processing and decoding what they hear, despite hearing them perfectly, have difficulty in the process of reading and writing. An evaluation with a speech therapist helps determine if any of these skills are at risk. To assess central proofreading processing in the cabin, the child must have been exposed to the formal literacy process for at least three years, about 9 years of age, but a speech therapy assessment can be done to discover which areas are being treated that may need some stimulation.

Not all children’s difficulties are satisfactory. The pace of learning varies for each child, but we must know and respect the age limits that exist in the child’s developmental stages. When in doubt, speak to a specialist such as a psychologist, speech-language pathologist, pediatrician, psychologist, or neuropsychologist, who will guide you about the need for an evaluation or intervention so that the child can reach his or her highest potential.

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