While schools push students to read fluently and quickly, some argue for “slow reading,” including reading aloud and memorization, reports AP.
The 2004 book In Praise of Slowness: How a Worldwide Movement is Changing the Cult of Speed sprang from author Carl Honore’s realization that his “rushaholism” had gotten out of hand when he considered buying a collection of “one-minute bedtime stories” for his children.
We need a “revolution in reading,” wrote Lindsay Waters, a Harvard University Press editor, in a 2007 article in The Chronicle of Higher Education. “Instead of rushing by works so fast that we don’t even muss up our hair, we should tarry, attend to the sensuousness of reading, allow ourselves to enter the experience of words.”
Elementary schools are starting to encourage close reading, says John Miedema, author of Slow Reading.
Mary Ellen Webb, a third-grade teacher at Mast Way Elementary School in Durham, N.H., has her students memorize poems upward of 40 lines long and then perform them for their peers and parents. She does it more for the sense of pride her students feel but said the technique does transfer to other kinds of reading — the children remember how re-reading and memorizing their poems helped them understand tricky text.
“Memorization is one of those lost things, it hasn’t been the ‘in’ thing for a while,” she said. “There’s a big focus on fluency. Some people think because you can read quickly … that’s a judge of what a great reader they are. I think fluency is important, but I think we can err too much on that side.”
I like memorizing, especially poetry, but I hate reading aloud. It’s too slow.