Dickson Igwe. Photo: VINO/File

The following narrative assesses an article of July 29, 2015, in the Straits Times of Singapore by Tan Tarn How and Loh Chin Ee titled ‘out with tuition and in with a reading nation’.

Tan Tarn How is Senior Research Fellow at the Institute of Policy Studies; Lo Chin Ee is Assistant Professor of Reading and Research, at the National Institute of Education. Both institutions sit on the Asian Pacific island of Singapore.  

How and Ee began their opinion piece by stating that, ‘the enormous sums spent in Singapore on private education would never bear fruit unless children were encouraged to love reading’.

“Having children read early, widely, and frequently, and for pleasure, delivered better grades and offered kids a happy, enriched, and flourishing childhood, leading to a successful adult life.” Reading, and not necessarily an expense education offered these enormous benefits.  

Reading offered the best educational outcomes. Why? How and Ee stated that, reading “molded better Singaporeans”.

Reading created a truly global citizen. Reading showed children how to think and feel. Reading showed how to make peace or war. Reading allowed the reader to, “taste from afar the heights of love and joy, and the depths of tragedy and loss.” And reading had the ability to enable the child transform by opening up the heart and mind.

How and Ee described how reading correlated to better grades according to a study conducted in 2000 by the Organisation of Economic Cooperation and Development, READING FOR CHANGE. 

Children, who read diligently from early, read more books. The early and effective reader acquired what is termed as INFORMATION CAPITAL: the type of knowledge that makes it easier to acquire more knowledge.

Conversely, “non readers lagged behind academically. Non readers were, “handicapped by poor reading comprehension in all subjects, from math to science”. Reading was thus described as a foundational skill, with wide ripple effects.

In fact, reading was a great way to invest in a child’s education at a ‘bargain basement price’.

The benefits from buying books, and visiting the local library and reading books, was seen as a better investment, than spending on expensive tuition, dollar for dollar.

The benefits of reading extended far beyond exams and money. Reading brought the world to the child. Reading gave the child the “joys of fiction”. Reading “opened new vistas in science, geography, history and biography, and fed into the child’s particular interests’’.

The two researchers quoted Confucius, who stated that, ”no matter how busy you may think you are, you must find time for reading, or surrender yourself to self chosen ignorance.”

Reading children became flourishing adults.

Reading for children was best started by the child following the example of reading parents. The reading habit was also best acquired at a young age. The researchers advised that parents read to their children regularly before the child reached the age of one.

The parent that read to their child instilled a love of reading in that child.

In fact the researchers encouraged schools to develop reading workshops for parents.

Childcare centers and kindergartens were advised to develop reading as the core activity.

The best thing a parent could do for a child in terms of their child’s education and academic wellbeing was to give to him or her, a love for reading.

Children given the gift of the love for reading became as adults “gifted writers, articulate managers, great researchers, and well rounded academics”.

This Writer will add that it is never too late to get the reading “bug”. Reading is a “healthy addiction” for both the child and the adult.

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