| Girls books must generate real interest for | | | | Imagination is based on the development of ideas. |
| participation. Recent UK studies of children have | | | | The mental element in reading is unique as a |
| shown girls can actually resent things which they | | | | learning mechanism. When reading the mind does |
| consider too "girl-oriented", mainly because they're | | | | its own visualization and naturally develops its own |
| "boring and predictable", according to the girls. | | | | imagery without visual prompting from media. This |
| There are some great products on the market | | | | creates a strong level of comprehension, which is |
| which allow girls to participate and learn electronic | | | | the real meaning of literacy. |
| tool concepts, as well, even still at baby | | | | The primary need is for skills to be developed on |
| nappy stage. | | | | a motivated basis. These skills are complex, they |
| Girls books- Big range of choices | | | | involve extended logic, working with concepts, and |
| Fortunately for girls reading, the market has got | | | | in some cases mysteries that need to be |
| the message. The "girl stuff" element is getting | | | | investigated. Most adults are fluent in reading |
| modernized, and geared to a more discriminating | | | | mainly because their skills development has been |
| market. That market also includes parents, and | | | | stimulated by strongly motivated personal reading. |
| the demand for quality has created a lot of | | | | Books for fun and learning |
| choices. | | | | Kids books are also evolving very strong learning |
| Unlike boys books, girls books are often far more | | | | techniques, thanks to technology. An excellent |
| storyline-based. There's a wide range of | | | | electronic book system called Leap Frog TagTM is |
| adventures and images, and thankfully many | | | | well worth a look as a good benchmark example |
| authors and illustrators of girls books put in a lot | | | | of what's now possible in terms of putting fun and |
| of effort into quality. That said, there's no such | | | | learning together. |
| thing as a standardized child, and the choices have | | | | These books, which include classic kids stories, |
| to made on an individual basis. Something new and | | | | allow independent exploration of books. They add |
| exciting may be the best choice. | | | | the electronic media and very effective |
| Getting interest from the girls | | | | combinations of quality images and direct |
| Levels of interest are vitally important in kids | | | | participation in the story with learning to read. |
| reading. The reading process requires a strong | | | | A child reading the books can use the electronic |
| attention span and comprehension. The level of | | | | pen to investigate everything in the book. The |
| enthusiasm is a more reliable clue. | | | | child learns basic electronic interactions while |
| Any particular area of personal interest is also a | | | | developing their reading skills. They're also good in |
| good starting point for choosing, but remember | | | | terms of not being "boring and predictable". The |
| kids are also very quick on the uptake. A new | | | | child is given many choices of things to do, and |
| book which creates curiosity and a strong | | | | they're all fun. Books are an exciting new world |
| personal interest is a reliable indicator. | | | | for kids, and parents will learn a lot, too. |
| Learning skills and reading with imagination | | | | |