Latest / Dr Justin Coulson's Happy Families / #1199 - Why I Banned Reading Logs in My Home (And You Should Too)

Transcript

#1199 - Why I Banned Reading Logs in My Home (And You Should Too) · Dr Justin Coulson's Happy Families

0:05
Speaker 1: Reading locks for homework. Color it in, make sure you've
0:09
Speaker 1: done the right amount of time. Is it a good
0:11
Speaker 1: idea or is it a bad idea? I just sounded
0:14
Speaker 1: a bit like our kids when they're mad at us.
0:16
Speaker 1: I'm so ack very.
0:19
Speaker 2: Ah.
0:19
Speaker 1: Today we're going to discuss the question of reading logs
0:23
Speaker 1: because it came up recently when a parent asked me
0:26
Speaker 1: at a parent night, what's the deal? How do we
0:30
Speaker 1: play this? I'm just not sure, but my child chafes
0:33
Speaker 1: at the reading lock. Hello, welcome to the Happy Family Podcast,
0:37
Speaker 1: Real Parenting Solutions every day on Australia's most downloaded parenting podcast.
0:42
Speaker 1: We are Justin and Kylie Colson.
0:45
Speaker 2: We love to read in our house. I would actually
0:47
Speaker 2: say we are voracious readers.
0:52
Speaker 1: I thought you were going to say ferocious for me.
0:54
Speaker 1: Voracious is the right word. Yeah, someone must have been
0:57
Speaker 1: reading big vocabulary. I love it.
0:59
Speaker 2: We have six children and every single one of them
1:02
Speaker 2: are bookworms, to the point where we've had I would say,
1:07
Speaker 2: numerous children who've almost been run over hit vehicles by
1:11
Speaker 2: vehicles as they've walked their way to school with their
1:14
Speaker 2: nose in a book.
1:15
Speaker 1: When we used to live in Wollongong, I know I'm
1:17
Speaker 1: cutting you off. But we had this one daughter who
1:19
Speaker 1: would read so much she would literally just read as
1:21
Speaker 1: she walked and literally almost got hit by the bus
1:25
Speaker 1: more than once because she'd just walked to school with
1:29
Speaker 1: her nose in the book.
1:31
Speaker 2: We've had multiple children with torches under the covers after
1:36
Speaker 2: lights out all the time, and our biggest struggle has
1:40
Speaker 2: actually been keeping them in books. In that We've got
1:45
Speaker 2: a ten year old who's now reading books that are
1:47
Speaker 2: five and six hundred pages long. Yeah, which means you're
1:51
Speaker 2: often it's trying to find books that are appropriate for
1:54
Speaker 2: her age and yet stimulate her reading level. It's a
1:59
Speaker 2: really tricky place.
2:00
Speaker 1: I'm not going to bury the lead. I'm going to
2:01
Speaker 1: come out and say it right now at the top
2:03
Speaker 1: of this podcast episode. None of our kids have ever
2:06
Speaker 1: filled in a reading log. I have forbidden it. I'm
2:09
Speaker 1: anti reading log And that's our conversation today. Number one,
2:13
Speaker 1: what the problem with reading logs is? And number two,
2:17
Speaker 1: how to get your kids still love reading, which is
2:19
Speaker 1: something that we've done quite well.
2:22
Speaker 2: Reading is the key skill to education. It's literally the
2:27
Speaker 2: gateway to all other skills. And if we can get
2:30
Speaker 2: this one thing right with our kids, they're going to
2:33
Speaker 2: make it all right in the world.
2:34
Speaker 1: I love the way that you said that. Let's go
2:35
Speaker 1: through some stats. I think there's some relevance here. It's important.
2:38
Speaker 1: Oxford University Press did some research in Australia with Ossie
2:43
Speaker 1: families found that twenty five percent of parents only read
2:47
Speaker 1: to their kids once a week or not at all.
2:49
Speaker 1: That's a quarter of families and not reading their kids
2:52
Speaker 1: in any meaningful way on a week to week basis.
2:55
Speaker 1: Fifty six percent of parents were worried about their own
2:58
Speaker 1: reading ability and therefore we're unlikely to read to the
3:01
Speaker 1: kids because they don't like how they read.
3:05
Speaker 2: That to me is staggering.
3:07
Speaker 1: We have an issue in this country with people who
3:10
Speaker 1: are barely functionally literate. This has been an ongoing issue.
3:14
Speaker 1: We've got a great education system, but too many kids
3:16
Speaker 1: fall through the cracks and become adults who really struggle
3:19
Speaker 1: to read, who don't enjoy reading it all. Happy to
3:21
Speaker 1: listen to an audiobook, but don't want to pick one
3:23
Speaker 1: up and read it. Wow. The other thing that came
3:27
Speaker 1: out here is that only fifty percent of parents are
3:30
Speaker 1: routinely reading to their young children. That drops to thirty
3:33
Speaker 1: percent in lower income families. There is a relationship between
3:36
Speaker 1: socioeconomic status and the amount that you read to your kids.
3:40
Speaker 1: Something that's also fascinating to me is the relationship between
3:44
Speaker 1: your education level and your income level and how many
3:46
Speaker 1: books you've got in your house. So kids that come
3:50
Speaker 1: from more educated families and wealthier families tend to be
3:54
Speaker 1: around books a lot, and they reckon that. There's a
3:57
Speaker 1: word gap between those who are surrounded by books and
4:00
Speaker 1: those who aren't, those who are being raised in well
4:03
Speaker 1: educated families and those who aren't. Up to maybe a
4:07
Speaker 1: million words a year the kids in the lower socioeconomic
4:11
Speaker 1: groups are missing out on. So if you're not getting
4:14
Speaker 1: that extra million words a year across a lifespan or
4:17
Speaker 1: across a decade of childhood, that adds up to an
4:21
Speaker 1: enormous amount from a literacy point of view. And whatever
4:24
Speaker 1: it was that you said before about reading being the
4:27
Speaker 1: gateway to all education, reading is the foundational element of
4:31
Speaker 1: helping our kids to thrive. You look at those stats
4:34
Speaker 1: and it's clear, it's abundantly clear. If kids don't read,
4:40
Speaker 1: then they're not going to become better readers, which means
4:42
Speaker 1: that they're less likely to become leaders, they're less likely
4:45
Speaker 1: to do well in any number of other domains doesn't
4:48
Speaker 1: mean that they can't. It's just harder for them.
4:51
Speaker 2: So what happened at your recent parent night that has
4:54
Speaker 2: sparked this conversation.
4:55
Speaker 1: Yeah. So I've made no secret of this, and I've
4:58
Speaker 1: been making noise about it fifteen years. I'm not a
5:01
Speaker 1: fan of homework in primary school. There's just there's not
5:04
Speaker 1: a shred of credible evidence that supports its use What's
5:07
Speaker 1: curious to me is when I'm at parent knights now
5:10
Speaker 1: and I say it all the teachers. I always I
5:12
Speaker 1: make a big deal that I'm like, oh, no, the
5:13
Speaker 1: principles here. I hope I'm not going to get kicked out.
5:16
Speaker 1: I hope that they'll have me back after I say this.
5:19
Speaker 1: And then I'll talk about how in primary school there's
5:21
Speaker 1: just no evidence to support its usefulness. And the teachers
5:24
Speaker 1: all start applauding, but the parents look at me like
5:27
Speaker 1: I've just swallowed poison in front of them. They can't
5:30
Speaker 1: believe that I've done it, and they're saying, why would
5:33
Speaker 1: you say this? Like homework, Homework's great, And so I
5:36
Speaker 1: talk through all of the research around limited efficacy. Kids
5:41
Speaker 1: who already know how to do it, it's boring for them.
5:43
Speaker 1: Kids who can't do it, it's just frustrating, makes them
5:45
Speaker 1: feel even more incompetent. And then I make a very
5:47
Speaker 1: clear point. The one thing that is associated with great
5:51
Speaker 1: academic outcomes in primary school is kids reading. But we
5:58
Speaker 1: should not be telling our kids to fill in the
6:00
Speaker 1: homework log, to color in the homework wheel, to show
6:03
Speaker 1: that they've done their ten pages or their twenty minutes
6:06
Speaker 1: or whatever they should read because they love it. That's
6:10
Speaker 1: my emphasis. The principle is always applaud The teachers always say, oh,
6:14
Speaker 1: thank goodness, because we hate assigning homework and having to
6:16
Speaker 1: follow up on homework as well. But the reading log
6:20
Speaker 1: thing really created a bit of a stir at this
6:22
Speaker 1: parent night recently, and that's why I thought, doctor's desk,
6:25
Speaker 1: let's do it well.
6:27
Speaker 2: It wouldn't be a doctor's desk if you weren't referring
6:29
Speaker 2: to a whole heap of numbers and stats and things
6:31
Speaker 2: that hurt my brain. What is the research telling us
6:35
Speaker 2: about reading locks?
6:36
Speaker 1: I don't want to hurt your brain. I'm going to
6:37
Speaker 1: refer to one study, although there are more studies than
6:41
Speaker 1: just this one. These studies really built out of what's
6:44
Speaker 1: known as the motivation literature. Okay, so there's a whole
6:50
Speaker 1: lot of other research that supports what this one study
6:53
Speaker 1: is talking about. A lot of people say, well, anyone
6:54
Speaker 1: can find one study that says one thing. So I'm
6:57
Speaker 1: using this as an example of an entire research body
7:01
Speaker 1: that underpins what I'm about to say. This is from
7:03
Speaker 1: Princeton University, So we're talking about a very prestigious university
7:07
Speaker 1: with excellent researchers. Somebody called Sarah Pack at Princeton did
7:13
Speaker 1: this research paper looking at the effect of mandatory reading
7:16
Speaker 1: logs on children's motivation to read. Got a whole bunch
7:21
Speaker 1: of second and third grade students. They were assigned either
7:23
Speaker 1: a mandatory log or a voluntary log. They were surveyed
7:26
Speaker 1: about their motivation to read at baseline, and then two
7:29
Speaker 1: months down the track once they've been keeping the log
7:31
Speaker 1: for a couple of months. And here's what Sarah and
7:34
Speaker 1: her colleagues found. Students with mandatory reading logs expressed declines
7:40
Speaker 1: in both interest in reading and attitudes towards recreational reading
7:46
Speaker 1: in comparison to peers with voluntary logs, and attitudes towards
7:51
Speaker 1: academic reading decreased significantly from pre to post test across conditions.
7:57
Speaker 1: In other words, by making a child feel in a
8:00
Speaker 1: reading log, you essentially help them to see reading as
8:05
Speaker 1: something that is not fun to do.
8:08
Speaker 2: This reminds me of the conversation we had with healthy
8:10
Speaker 2: Cone in relation to punishment by rewards, we're actually suggesting,
8:15
Speaker 2: by putting a mandatory ceiling on it, whether it be
8:19
Speaker 2: you read for ten minutes or you read ten pages
8:21
Speaker 2: or whatever it is, that we actually have to give
8:26
Speaker 2: them a reason to do it, because doing the task
8:29
Speaker 2: in and of itself is not stimulating, is not worth
8:32
Speaker 2: their time actually rewarding. And the devastation of that is
8:39
Speaker 2: that this study recognizes that previous two having reading logs,
8:45
Speaker 2: there was actually a level of motivation. It would have
8:47
Speaker 2: varied from child to child, of course, but there was already.
8:51
Speaker 2: We're born curious, right, We're born desiring to understand and
8:55
Speaker 2: know the world around us, and reading is a wonderful
8:57
Speaker 2: way that we can do that, and we've just literally
9:01
Speaker 2: chopped it off at the legs.
9:02
Speaker 1: Yeah, it's turning and reading into a chore. And like
9:04
Speaker 1: you said, it puts a ceiling or a limit on it.
9:06
Speaker 1: It's kind of like the whole hey, kids, you need
9:09
Speaker 1: to go and practice the piano for thirty minutes. And
9:11
Speaker 1: when my mum used to say that I procrastinated, I
9:14
Speaker 1: fiddled around on the piano as long as I sat
9:16
Speaker 1: at the piano for thirty minutes, and I watched the
9:18
Speaker 1: clock the whole time, rather than looking at the music
9:20
Speaker 1: or considering the music that I might produce. By having
9:23
Speaker 1: to do it as a chore, it made it horrible
9:26
Speaker 1: and I couldn't wait to quit the piano. It just
9:28
Speaker 1: doesn't work. So after the break, let's talk about how
9:32
Speaker 1: we can help our kids to love reading. Okay, Kylie,
9:42
Speaker 1: we got to talk about how to help kids to
9:44
Speaker 1: just fall in love with reading.
9:46
Speaker 2: So I actually don't have a single memory of my
9:50
Speaker 2: parents reading to me, and I might be doing them
9:52
Speaker 2: a disservice, but I don't remember at all being read
9:55
Speaker 2: to as a child. What I do remember is my
9:58
Speaker 2: dad used to tell me stories, so he would come
10:01
Speaker 2: to my bedside and he would share stories with me
10:04
Speaker 2: by my bedside. As opposed to reading, I don't feel
10:08
Speaker 2: like as a child I had a great love of
10:10
Speaker 2: books at all. I wasn't a particularly curious child and
10:14
Speaker 2: wasn't until I got really, really sick as a fourteen
10:17
Speaker 2: year old, and one of my leaders from church brought
10:22
Speaker 2: me a book. I was stuck at home for three
10:24
Speaker 2: months without being able to go to school. I wasn't
10:26
Speaker 2: socializing and she handed me this book and I was like, yeah, whatever,
10:30
Speaker 2: I'm never going to read that. And one day I
10:33
Speaker 2: was so bored that I picked it up.
10:34
Speaker 1: I was so bored.
10:37
Speaker 2: And I picked it up and I devoured that book
10:40
Speaker 2: from cover to cover within a couple of days. That
10:43
Speaker 2: was the turning point for me. And so when I
10:46
Speaker 2: think about this idea of how we go about creating
10:51
Speaker 2: a love of reading, for me, having books accessible to
10:57
Speaker 2: your kids is number one, hands down, such an important
11:03
Speaker 2: part of that process.
11:04
Speaker 1: So that ties in with our experience that we shard
11:06
Speaker 1: on I'll do but it' tomorrow. A couple of weeks ago,
11:08
Speaker 1: with our daughter, we left the that my gut friends.
11:12
Speaker 1: I've got friends in my gut that helped me to
11:13
Speaker 1: be healthy. Whatever that book was, we left it there
11:16
Speaker 1: so that she would see it, and she walked past
11:18
Speaker 1: it dozens of times before she finally picked up and
11:21
Speaker 1: decided to read it. And all of a sudden, here's
11:23
Speaker 1: this kid who's saying, I need to improve my diet.
11:25
Speaker 1: I need to get this stuff into my belly because
11:27
Speaker 1: I've got these gut friends that will do good things
11:29
Speaker 1: for me if they get the right nutrition and nutrients.
11:31
Speaker 1: So the accessibility of books is crucial, not.
11:36
Speaker 2: Having them like you can't have them on the bookshelf
11:39
Speaker 2: half the time, especially for younger kids.
11:41
Speaker 1: Because they're just decorative.
11:43
Speaker 2: That's right.
11:43
Speaker 1: Yeah, they've got to be within arm's reach.
11:46
Speaker 2: So recently Emily has loved playing with a lego, but
11:49
Speaker 2: now that we've got a baby walking around the house,
11:52
Speaker 2: we've had to put it away and she won't pull
11:54
Speaker 2: it out because that's too much effort because it's not
11:57
Speaker 2: in sight.
11:58
Speaker 1: Reduce the friction, make make it the easy option. And
12:01
Speaker 1: this is why people are looking at phones right Because
12:03
Speaker 1: the phones are friction free and they're massively stimulating. You
12:07
Speaker 1: don't have to do nearly as much work as you
12:09
Speaker 1: do with other things. You know what, though, it's a
12:11
Speaker 1: hollow reward compared to what you get from a book.
12:13
Speaker 1: Let's talk about how to get your kids to love reading.
12:18
Speaker 1: You don't remember your parents reading to you. From the
12:21
Speaker 1: time I was born, my parents read and read and
12:24
Speaker 1: read to me, and I knew my books so well
12:28
Speaker 1: that if they tried to skip a line because they
12:30
Speaker 1: were tired, and they were falling asleep on the floor
12:32
Speaker 1: beside me while they read, I would rouse on them.
12:35
Speaker 1: I'd get them in trouble and say, no, that's not
12:37
Speaker 1: what it says, and then I would recite what the
12:39
Speaker 1: words were on that page because I couldn't read, but
12:41
Speaker 1: I knew that book inside and out. I know.
12:44
Speaker 2: A few years after we got married, your mum sent
12:47
Speaker 2: us a copy of the Little Golden Book, Donald Duck's
12:50
Speaker 2: Toy Train.
12:52
Speaker 1: Donald Duck's New Toy Train. Thank you very much. Yes, Donald,
12:56
Speaker 1: I'm fifty years old this year. They were reading it
12:58
Speaker 1: to me when I was three. I still remember the
13:00
Speaker 1: first couple of pages. Donald Duck had a new Toy
13:03
Speaker 1: Train and it was a beauty too, And then it
13:06
Speaker 1: starts describing all the carriages to the little red caboos
13:09
Speaker 1: on the back, like I still remember it. Like that's
13:12
Speaker 1: the impact that reading has on you, You remember it
13:14
Speaker 1: those years later. It bonds you with your kids. Read
13:17
Speaker 1: Read number one. Read to your kids. Read slower than
13:21
Speaker 1: you think you need to, so that their minds can
13:24
Speaker 1: keep up with what you're saying, and use voices and expression.
13:30
Speaker 1: Ask them questions about the pictures, ask them questions about
13:34
Speaker 1: the characters, ask them questions about what they would do.
13:36
Speaker 1: I remember reading The Magic Far Away Tree to the kids,
13:39
Speaker 1: our kids, and saying things to them like, what would
13:42
Speaker 1: you do if you were climbing up the tree and
13:44
Speaker 1: this happened? How would it feel to go down the
13:47
Speaker 1: slide with Moonbeam or mister sauceman Man or whatever it
13:51
Speaker 1: is like? Asking them questions as you read, or going
13:53
Speaker 1: through The Princess Bride and having them terrified about what's
13:57
Speaker 1: about to happen. It makes the book come alive when
13:59
Speaker 1: they see your love for it and they see your
14:01
Speaker 1: interest in not just the book, but in their reactions
14:04
Speaker 1: to the book. Oh, read to them.
14:07
Speaker 2: So that's your number one tip.
14:09
Speaker 1: Have I made that clear?
14:10
Speaker 2: I think so.
14:10
Speaker 1: I'm so passionate about this.
14:12
Speaker 2: I think number two has to be we have to
14:16
Speaker 2: model it. They have to see our love of books.
14:18
Speaker 2: You do a pretty good job of it, because on
14:21
Speaker 2: any given day there's about.
14:24
Speaker 1: There are dozens of books. How many books. I'm usually
14:27
Speaker 1: reading at least three books at a time.
14:29
Speaker 2: You are, and they are so varied, there's no it's
14:33
Speaker 2: there's such an eclectic array of genres and topics at
14:38
Speaker 2: any given time.
14:39
Speaker 1: I'm reading a book at the moment called How Infrastructure Works.
14:45
Speaker 1: You just fell asleep when I said, why would you
14:48
Speaker 1: read that?
14:49
Speaker 2: Why would you read?
14:49
Speaker 1: That's so incredible, it's fascinating, And I've got all my
14:52
Speaker 1: psychology books. Anyway, make sure the kids see you reading
14:55
Speaker 1: instead of staring at your phone. Model it, Model it,
14:59
Speaker 1: model it. We're almost out of time. The third one,
15:01
Speaker 1: the third key thing, and I want to share a
15:03
Speaker 1: story here. We don't have time for it, so I'm
15:05
Speaker 1: going to do it quickly. Is the importance of autonomy.
15:09
Speaker 1: I'm a book snob. What I mean by that is
15:12
Speaker 1: I like to read books that are either outstandingly good fiction,
15:16
Speaker 1: and I don't read much of that, maybe a handful
15:18
Speaker 1: of fiction books a year, or I like to read
15:21
Speaker 1: books that are really intelligently written by really intelligent people
15:24
Speaker 1: who are going to it's going to change the way
15:26
Speaker 1: that I think. I like to read really provocative, thought
15:29
Speaker 1: provoking books. I mean I like to read textbooks and
15:31
Speaker 1: academic papers. So when we could not get our youngest
15:35
Speaker 1: daughter to read, and she came home one day with
15:39
Speaker 1: a graphic novel about dragons, called Wings of Fire. And
15:42
Speaker 1: when I say this at Parent Knights, Kylie, everybody just
15:45
Speaker 1: cracks up because everyone knows we's a fire. I was
15:48
Speaker 1: in san so I'm like, you're not reading this. The
15:51
Speaker 1: plot's pathetic, the characters are poorly developed, the illustrations aren't
15:56
Speaker 1: even good, and it's so basic. And you looked at
16:00
Speaker 1: me and said something like, hay, parenting expert, she wants
16:02
Speaker 1: to read. Let's just let her read the graphic novel.
16:05
Speaker 1: And I reckon because it's so short. I mean it's
16:06
Speaker 1: one hundred and fifty pages or whatever, but it's a
16:08
Speaker 1: graphic novel. So she read it what four times in
16:10
Speaker 1: two days? And you, in and of.
16:14
Speaker 2: Itself, she read it four times in two days.
16:16
Speaker 1: Which made me angry. You're saying this is great, and
16:19
Speaker 1: I'm like, no, because it's rubbish, but you sort of
16:22
Speaker 1: I mean, it's not like you went behind my back,
16:24
Speaker 1: but you sneakly went down to the bookstore and purchased
16:26
Speaker 1: the entire series. And she read the entire series what
16:30
Speaker 1: eight times in a month or something. And then you
16:33
Speaker 1: came to me and said, have you seen her devouring
16:35
Speaker 1: these books? And I was frustrated and said they're rubbish.
16:38
Speaker 1: They're rubbish. I'm not happy about it. Like a couple
16:40
Speaker 1: of you spent money on graphic novels because I'm a
16:42
Speaker 1: book snob, and you said, yeah, but she's reading, and
16:45
Speaker 1: then you went and bought her the first novel. So
16:48
Speaker 1: these graphic novels have been turned into one hundred and
16:51
Speaker 1: fifty page books.
16:52
Speaker 2: Well, they were actually books first.
16:53
Speaker 1: Oh, is that right?
16:54
Speaker 2: The graphic novels came after, and I brought her the novels,
16:58
Speaker 2: but she wasn't interested.
17:00
Speaker 1: Okay, so the novel was already there. Yes, So because
17:03
Speaker 1: she's now read the entire set of graphic novels, she
17:06
Speaker 1: picked up the first novel and she read it.
17:08
Speaker 2: That's right.
17:09
Speaker 1: And that's when I went, I still don't like that
17:11
Speaker 1: she's reading this stuff, but she's reading real books now.
17:15
Speaker 2: Well, the funny thing is we have gone past graphic novels.
17:18
Speaker 2: Now she hardly picks them up at all, even though
17:20
Speaker 2: they would be still considered some of her favorites. And
17:24
Speaker 2: now we're on to five hundred and six hundred page novels.
17:28
Speaker 2: Just because it's about finding whatever peaks their interest. So
17:32
Speaker 2: maybe it's automotives, maybe it's dinosaurs, whatever it is. It
17:35
Speaker 2: doesn't actually matter.
17:36
Speaker 1: I don't care if it's a magazine, just song is
17:38
Speaker 1: not online. Keep them offline because research shows that they
17:41
Speaker 1: process it differently when they're holding paper in their hands.
17:43
Speaker 1: So that's the only thing I'd say. I know that
17:45
Speaker 1: some people will be upset about that, but I'm still
17:47
Speaker 1: a bit of a purist and a little bit of
17:48
Speaker 1: a snob, and the evidence is definitely in favor of
17:51
Speaker 1: holding them one. Yeah.
17:52
Speaker 2: Yeah, yeah, So it's a whole experience.
17:55
Speaker 1: The amazing thing is Kylie, as you said, she's now
17:57
Speaker 1: reading these huge books, and we are begging her to
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Speaker 1: close the book and go to bed, or close the
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Speaker 1: book and get in the car, or close the book
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Speaker 1: and come to dinner, or I mean, if she walked
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Speaker 1: to school, we'd probably have worries about her getting hit
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Speaker 1: by buses, like some of our other kids who have
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Speaker 1: almost had the same thing happen.
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Speaker 2: It's interesting. We've been to a few appointments lately and
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Speaker 2: she's been sitting in the reception area reading a book,
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Speaker 2: and when the doctor has come out to meet with.
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Speaker 1: Us, double take.
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Speaker 2: She's literally she's like, Wow, you don't see that very often?
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Speaker 1: Oh wow, yeah, yeah, you've never told me that that's beautiful. Well,
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Speaker 1: we really have. This solves the issue of reading logs.
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Speaker 1: They're just unnecessary. They put a ceiling on kids' motivation
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Speaker 1: and interest, and they feel like a chore. They make
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Speaker 1: reading feel like a chore. There are better ways to
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Speaker 1: get your kids to love reading. We hope that this
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Speaker 1: has been helpful. The Happy Families podcast is produced by
18:47
Speaker 1: Justin Ruland from Bridge Media. More information and more resources
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Speaker 1: to make your family happier are available at happy families
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Speaker 1: dot com dot IU