This literacy memoir traces one student's reading development from earliest childhood through high school, identifying the key influences that shaped a lifelong relationship with the written word. Beginning with nightly picture-book readings by a parent and reinforced by educational television, the narrative follows the natural arc of growing literacy through elementary school enthusiasm, the decline in motivation caused by prescribed school reading, and a transformative senior-year English teacher who reignited a passion for literature. The paper argues that literacy development depends fundamentally on passion and interest, but that both can be cultivated by the right mentors, materials, and methods.
Before I could make out the meanings of whole words, my bookshelves were stocked with a plethora of picture books. Their spines would stare back at me from my little white bookshelf, and though I could not actually read the titles off the covers, I knew which was which based on the illustrations and colors. When I craved a certain story I would beg my mom to read it to me, and she would — patiently and carefully — so that I could better absorb every syllable she pronounced. From Dr. Seuss to Richard Scarry, children's authors shaped my early learning experiences, and remarkably, I still attribute my appreciation for literature to children's books.
My first literacy-related memories were formed through active listening, as opposed to visual reading, and they mainly consist of my mother reading me stories almost every night before bed. Although I didn't quite know my alphabet yet — save for humming the alphabet song — I would follow along in the book as my mom read from the pages. Soon I began associating sound, printed word, and picture. Combined with my mom's vocal inflections and her gestures, I quickly learned to appreciate the written word, and books would soon become an important aspect of my early childhood.
Furthermore, the rhymes in many children's picture books, especially those of Dr. Seuss, vastly contributed to my appreciation of writing because they added a musical and lyrical quality to what would otherwise be dry prose. I must also admit that television played no small part in the development of my literacy. Children's educational shows like Sesame Street incorporated many literacy exercises and taught young children like me the alphabet and beginning vocabulary in both English and Spanish.
As I grew older I rapidly learned how to read on my own, motivated and stimulated by beginner's books and educational television shows. Many of my friends also liked to read, and we would often trade books. Some became sort of cult favorites in elementary school — notably those that were particularly scary or that contained "adult" themes. By the time I was seven or eight, I was devouring whole young adult novels, mainly mystery stories and tales of the supernatural.
As with anything, the more interested I was in the subject matter, the more eager I was to read. I am the same way now; I tend to read mainly what interests me. I'm sure most people feel the same way: some of us wouldn't go near a book on economics while others would love to read The Wall Street Journal every morning. Regardless of subject matter, however, good writing is always good writing. I have learned that a skilled author can make even the most mundane subject come alive, captivating readers almost against their will.
"Assigned texts dampen independent reading enthusiasm"
"Inspiring teacher reignites passion for literature"
"Mentors and curiosity cultivate lasting literacy"
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