how to develop interest in maths and reading habits?

6 replies, Page 1

yogeshwari 2010-04-23 11:42:09



most of children not showing interest in reading books as well as doing maths to over this problem please give suggestion

aanchal 2010-04-23 14:47:38


to deal with  bahevioral/emotional/educational problem in kids, its extremely important to find out the root cause of the problem first. for example, if a grade-2 child doesnt want to do his maths worksheets, one need to know if:

-he is not interested in the subject at all(which generally arises from difficulties faced in the subject or from misconceptions formed about the subject)

- he has not grasped the basic cumputational concepts (which again can be due to numerous reasons)

- he cannot understand the question given , due to poor english(like, doesnt understand the concepts like 'take out, carry over, due' etc) or cannot read the question himself due to poor phonetics

- his low concentration doesnt let him do the sums

so you see, without knowing the reason first, one cannot look for a remedial solution.

i personally believe that kids these days are very fond of reading..parents, very proactively, get reading books for kids and read to them since early years. also, there are many kinds of attractive books, all age-wise and concept-wise, that kids want to pick up when they visit if there is a kid who is not so interested in reading, first of all the root cause needs to be found out and then proceed accordingly.

- he hates his maths teacher(or feels that the maths teacher hates him)



yogeshwari 2010-04-25 20:11:29



thanks for ur reply



Counsellor 2010-04-27 21:40:30


Reading and Maths are two different skills. In one the child learns to code graphics of letters to convert into sounds and than by adding them making a word. When these words are senseful and the comprehension results into fun and interest reading becomes a desired behaviour from the child. Otherwise if due to any difficulty in reading or comprehension etc. it he or she finds it a big problem they also avoid it. Similarly maths needs ability to think logically and reasoning, when these basic skills are good in children they find maths easy and when they could not do it, and practice it, it becomes boring. In case of dyslexia and dyscalculia the conditions are a bit different. Not only interest by the ability to perform task needs to be worked on.


Alokvarshney 2011-01-04 03:23:56


I live in Meerut.
My son has mild Dyslexia,
have few of the above mentioned problems.
Where I can get help.


praroshem 2011-01-12 11:56:09


 Hi  , i m 4m mumbai , my son is also has a Learning disability which is mentioned as LD  a form of dyslexia but don't worry they are special children gifted by God to special parents like us only thing is we have to be patient with them & lots of love & care . You can always meet a could education councellor which will be helpful to u but please do it fast as earlier the better . take care all the best 



znljubica 2011-04-21 16:10:46


     As a preschool child my son was very interested in numbers, when he was five, for example, he was dividing 500 dinars into 4 parts, but he wasn’t interested in the letters at all. His sister was reading fluently at the age of 6. But my son knew only 26 letters when he was 7 years old.

   Very soon we realized that we must further strive to develop our son's habit of reading.   Picture books didn’t attract him, he was using them as toys. We surrounded him with children's encyclopedias with lots of illustrations and some text. He became interested. He made conclusions about the phenomena and events thanks to the illustrations and when they were not sufficient , he sought additional information from us. We would always start with: ''It says here ...'', then we would read the text and discuss its meaning.    He started school and learned how to read, with more difficulties than how to count, but no major problems. When he would ask for help in learning, we would first ask him to read text from books that it is not clear, and then we would talk about the meaning. We would never read it for him and give ready-made conclusions.    As soon as he learned to read, we made him into a library member, but we left the choice of books to him. He did not like to read about ‘’flowers and spring’’, and, besides the required reading materials, he mostly was reading encyclopedias and books that gave precise information. He loved history, and for his 10th birthday, he asked for a book about World War I. In the bookstore, he chose a two-volume book, Calvary and Resurrection of Serbia. We were buying children’s magazines, and he, regularly and with interest, was reading the magazine named Politikin zabavnik..   We were regularly monitoring the reading of obligatory school literature, because we thought it was a mandatory minimum of belles lettres. We were interested in his interpretation of the read books. That part was very interesting.    When he read the novel The Old Man and the Sea, by Ernest Hemingway, the main conclusion was that the old man went too far and that there was nothing he could do. All that struggle on the high seas did not impress him and he considered it as a consequence of reckless initial step.     Reading the novel The Bridge on the Drina, by Nobel Prize winner Ivo Andric, we remember because he was confused why the novel mentions the central pier if the bridge has 11 arches, which means that there is no central pillar.    My daughter was insistent on explaining him the meaning of Hamlet's ''to be or not be'', but only the final outcome had any significance to him, and he concluded the debate with:'' Oh, well, in the end they all killed each other, and that’s that.''    I did not interfere much with his interpretations. He was interpreting by the logic that there is a cause and consequence. Everything in between, for him, did not have any significance. I thought it was better that he has an opinion, at the cost of a lower grade in the Serbian language and literature, then to learn by heart the interpretations of literary critics and present them as his own.   Marks in the Serbian language and literature was 3(C) or 4(B) (out of 5), but his vocabulary was solid, and his writing was correct both in terms of grammar and spelling.   He completed his bachelor and master studies at the University of Technical Sciences with an average note of 10 (highest mark), now he is a PhD student, but he still does not read the nice literature. In addition to technical literature, he reads magazine National Geographic, historical and biographical books.


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