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    Reading Break

    Deliberate practice consists of practice that is focused on improving specific skills with the aim of mastering a larger goal, guided by a coach or tutor, providing immediate feedback, and opportunity for repetition and reflection. This is the type of practice that Pictures Are For Babies is designed to support. Deliberate practice has been shown to have incredible results in fields with clear goals, performance metrics, and established pedagogies, literacy among them.

    However, deliberate practice, by its very nature, is hard work and is not meant to be fun. It would be dishonest to pretend otherwise, especially in the beginning when students can only read a limited number of texts which tend to be repetitive and boring. Other programs try to deal with this problem by adding pictures, games, and other gamification strategies in an effort to create extrinsic motivation. Such strategies are not effective in the long run, and can even have negative effects as the extrinsic reward becomes the focus. Successful deliberate practice occurs when the student is fueled by intrinsic motivation, the desire to improve and master a skill.

    For this reason, Pictures Are For Babies takes a different approach. Its interface is simple and spare, it contains no pictures other than the cover image, and no gamification elements other than a star symbolizing a new lesson that has not been practiced yet, which tutors can point out to motivate students on their progress. Recognizing that practice is effortful and not always fun, the program is structured around reading breaks.

    In a reading break, the tutor and student take a break from deliberate practice by having the tutor read a book aloud to the student. The student can pick any book that sparks their interest, even those that are beyond their current abilities. In this way, students take a break from practice while enjoying one of the main goals of the program, the ability to enjoy and discover new books.

    Below are the full instructions on how to conduct the reading break:

    • Before a practice session, the student picks one or two books that they would like to explore during the reading breaks.
      • The primary requirement is that the book interests the student. The book can be beyond the student's current reading level, as the tutor is primarily responsible for reading it and explaining any challenging words or concepts.
      • Avoid picking more than two books to prevent the student from becoming overwhelmed with too many choices.
    • During the session, if the student gets tired or frustrated, the tutor can switch to a reading break. Click on "Next Lesson" to submit the score from the last completed lesson.
      • The session can also start with a reading break, especially if the student is new.
    • Before starting the reading break, ensure the needs of the student are met. Offer them a drink, snack, a bathroom break, or a chance to stretch.
    • The tutor then opens the book and reads it aloud to the student. Ideally, the tutor and student are seated in such a way that they can see the book together. The tutor should run their finger under the words to make it easier for the student to follow along. This is not required if it is not physically possible.
    • Later, as the student progresses, they can do some reading or point out words and phrases that they recognize. However, this should be guided by the student. If they do not want to do any reading, the tutor should not insist.
    • After five to ten minutes of reading, the tutor can gently prompt the student to return to the practice session. Once the student is ready, they can resume. If the student wants to end the session there, the tutor can exit the program.

    Commentary🔗

    Beyond its use as a break from deliberate practice, the reading break serves other purposes.

    • Help gently introduce young children to the program and gauge their readiness. The tutor starts with sessions that consist entirely of reading, and slowly and gently introduces the lessons. Over time, the student spends more time on lessons. If the student is not developmentally ready for lessons, the tutor can continue with reading aloud until they are.
    • Provide an opportunity to develop oral language, background knowledge, and vocabulary, which are essential for reading comprehension. Tutors are tasked with explaining words or concepts that the student does not understand.
      • If the student requires many explanations to the point that it interferes with the reading, the book is probably too difficult for them. The tutor can help the student pick a more appropriate book.
    • Allow for gaps without losing the connection to practice. If the student is sick, tired, or otherwise unable to perform deliberate practice, the tutor can still read to them and preserve their shared habit of reading.