Gloria DeGaetano - Reading the Screen

Reading the Screen

2. Help children concentrate and sustain attention . When we read to children, we often help them focus on what's important. We'll say, 'Now this is interesting." "I didn't know that," or "Look at how the artist drew that." Helping children pay closer attention while viewing TV can also build important concentration skills needed for classroom learning.
With younger children, you could suggest looking for the arrival of a favorite character or listening for a favorite song. "Do you think Tigger will 'bounce' Rabbit today?" "Let's cheer when Madeline spells her word in the spelling bee."
Older children can focus on both the content of the show and how it is made. You can help them along by asking, "Do you think they'll tell us what whales eat?" or saying, "I wonder if the person holding the camera got wet when the whale jumped." When there is dramatic background music or camera angles that indicate an upcoming significant scene, cue your child by saying, "I think something important is about to happen; let's pay close attention here." Encourage what educators call, "selective attention" and then watch how your child starts to cue you when something important is about to happen.

3. Retell the story . How many times do we ask our kids while reading to them or while they are reading quietly to themselves: "What's the story about?" This simple question not only shows you are interested in what your child does, it is also an extremely reliable way to help with many thinking skills, including sequencing events and recalling details. Ask the same question after your child has watched a favorite TV program or when your middle-schooler comes back from a movie. Let your child say as much as he or she remembers. You might want to interrupt to help—but don't! Just keep asking, "Is there anything else?" until your child completes retelling the story. You can also prompt children to explain who did what or what details were remembered. If the answers to your questions indicate confusion by something in the story, explain it to them in a way they can understand—if you have watched with them. In the case of a young teen not quite getting a movie just seen with friends, this is your opportunity to suggest a theater outing with your child or put it on a list for future family video viewing. A second round won't hurt a child and will probably bring clarification and fun—for both of you! Afterwards, over a luscious treat, you can retell the movie to each other and discuss what each of you most value about the story—a wonderful way to open lines of communication about sensitive teen/parent issues.

4. Discuss moods and emotions. As we read aloud, we often discuss characters' feelings to help children see the relationship between inner motives and outward actions. This connection is not always obvious. When a young child is watching a favorite TV cartoon character, for instance, you can point out how this character might feel at a certain point in the story. Then you can link actions with feelings by asking your child such questions as "When s/he was upset, what did s/he do?"

Before they watch a program, have kids in elementary or middle school list as many emotions—love, anger, compassion, jealousy—as they can on a sheet of paper. While watching they can write the name of a character on the show who is expressing that particular emotion. When the program ends, talk about the results. Did one character show more emotions than another? What were the actions of the characters of the character who was jealous? The one who was kind?

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