It’s back to school time, and the competition for any middle schooler’s attention is notably divided. Not only is there a new grade with new teachers with new classmates, but there are also new sports, new extracurriculars, and a whole host of other things (ahem…technology…) grabbing their attention. Let’s start the school year off right by focusing on developing positive reader identities in our middle schoolers so that they when they have a spare minute, they reach for a book instead of a phone!
Keeping Them Motivated
Part of the issue with middle schoolers seeing themselves as readers is motivation. Many of the texts middle schoolers encounter in school are non-fiction in nature, which provides a prime opportunity to find books that mirror the topics and interests that they will encounter in school as well as those that will follow them into high school. Check out School Library Journal’s 19 standout non-fiction books for middle schoolers for back to school. Middle schoolers can see that they can go to books (and not just the Internet) to learn more about what interests them!
Time Management
What’s that you say? You’re middle schooler is saying they don’t have time to read? Instructional Coach Gretchen Taylor encourages middle schoolers to solve their own problems when it comes to time management. The goal is to help them see that being a reader means you read on a regular basis and it’s built into your regular schedule. Her students came up with the following list of action steps:
Write out your daily schedule and make appointments for reading
Always be prepared with reading material
Consider audiobooks as a reading option, especially if you know you’ll have extra time in the car or waiting around between activities
Make some time on the weekend if your weeks are especially busy
Approaching Books
Finally, invite middle schoolers into books from the very first page with this simple teaching routine from Jason DeHart:
What do you notice about this world? Does it sound like the world you know or a different kind of place?
Who are the characters? Who do you think is the protagonist and what do you think makes it so?
What do these characters want and what seems to be in their way?
Readers ask these questions to be more motivated to find out what happens in books, and sometimes middle schoolers need extra help in figuring out how readers approach books.
As you could tell, this is all about helping our middle schoolers think about what it means to be a reader, how to make time for reading, and trying to find books to keep them reading. As you get your schedules in order this fall, talk with the middle schoolers in your life about making sure their burgeoning identities – often connected to all the activities they do – also involves reading!
That’s one question that often gets asked to authors during author visits or events.
That is a tough question for me.
To some, though, it’s an easy question, and many of the authors list their favorite book titles without hesitation. I’ve always been envious of the people who express such resolution and love for a book or books, especially when it comes to naming the books from one’s childhood.
I had a tough time learning to read. It was a struggle. I’d look at the page of text and see an overwhelming mishmash of words and letters. I’m sure that now I would have been diagnosed early and prescribed a program for my reading disorder, but those things were rare in early 1970s education. Especially in a lower-middle-class Catholic school, and even more so for an early elementary school kid who seemed to keep his head above water in class.
I was lucky, though. I had parents and a few teachers who noticed my problem and put me on the road to reading. My most vivid, non-recess, non-field trip, non-playday memories of first and second grade are when my teacher or a volunteer aide would pull me aside to another room and work with me on the Controlled Reader projector.
In a dark, quiet, and empty classroom, I learned to focus on the left word of a sentence and move slowly to the right. I practiced and practiced from one filmstrip to the next on moving my eyes from left to right. I worked on image strips to practice moving my eyes right to left. I practiced all this without moving my head. And guess what?
Things got better!
Reading was possible.
(There’s a really cool 2018 Wired story by writer Lisa Wood Shapiro on how she works to overcome her dyslexia and how technology is helping people become readers.)
We didn’t have a boatload of books around the house when I was growing up. I learned to be a better reader through the assistance of my teachers and parents, but still struggled through the middle grades to be a bonafide reader. I loved The Jungle Book. The Disney movie captivated me from a very early age. We had a series of illustrated classics with about twenty pages of text per illustration. Twenty Thousand Leagues Under the Seas, Treasure Island, a few other titles I can’t remember, and The Jungle Book.
I loved that book.
But I never read that book.
I picked the book off the shelf a thousand times. I looked at the pictures a thousand times. Each time I tried to read that book but I reverted to seeing each page as an intimidating blob of letters and words. Frustration would set in, and I’d snap the book shut and return it to the shelf.
I know I should have said something to my parents or teachers. I should have sought help. But I was a big, shy kid and didn’t want to trouble anyone with this embarrassing problem.
Then something wonderful happened. A salesman came around the house and convinced my parents to buy a set of the World Book encyclopedia. My parents made a difficult decision to spend money we didn’t have on this set of books. They even splurged on the annual yearbook!
I found my reading life in those encyclopedias. Schoolwork forced me to open them, but the magic of information given in short bursts of text and pictures contained within was pure magic. Something clicked in my reader-brain. I figured it out.
I slowly became a better reader and a smarter kid. The set of World Book encyclopedias led to the Guinness Book of World Records, which led to comics, which led to the Hardy Boys, which led to eventually reading The Jungle Book. And you know what? It was as fantastic as the story I held in my head all those years.
So next time I’m asked at an author event what my favorite book was, I have an answer.
The World Book.
Hands down.
After my Dad died and my Mom was preparing to move out of their house, she called and asked me what I wanted of their stuff. I know her idea of “stuff” meant furniture, dishes, etc., but without hesitation, I said I would like to have the World Book encyclopedias and yearbooks they’d used for the previous twenty years as a decoration on top of their kitchen cabinets.
My Mom laughed and thought I was joking, and she thought that until her eventual death. She’ll never know how important those books were to me and how huge a role they played in making me who I am today. I probably never really knew how much of a sacrifice it was for my parents to invest in buying this set of encyclopedias and the annual yearbook every year. These books are history. Part of our history.
I’m a firm believer in letting kids read what works for them. I’ve cut my reading teeth on baseball box scores, cereal boxes, baseball cards, etc.
Perception psychology is not one of the first things that pops into the mind when thinking about STEM. Perception is one of those things too often taken for granted. It runs in the background 24/7/365, helping the brain make sense of the world.
Gestalt psychology emerged in the early 1900s as a discipline devoted to explaining how the brain perceives experiences by establishing a structure as a whole instead of by its parts approach through automatic grouping and associations of the individual parts. Gestalt psychology, as its own discipline, disappeared after World War II, as most of the leaders of the field were German psychologists who fled Nazi Germany and had to reestablish a new career in new countries.
The principles and ideas, however, did not disappear but seeped into other disciplines, especially those involved with visual processing and visual design. Gestalt principles are key elements in graphic design and visual marketing.
Gestalt & Sports
Around 2004, when I was still coaching high school football and tasked with our training and conditioning program and methodologies, I ran across a 1999 New Yorker article by Malcolm Gladwell called, The Physical Genius.
After reading about NHL hockey great Wayne Gretzky, and his unique ability to “see” scoring opportunities on the ice in real time, it got me thinking about the possibilities and the potential of developing this type of gestaltian perception in high school athletes. Small tweaks is our existing drills and the creation of new drills with the mindset of developing the pattern recognition of our players in football situations.
See the patterns, drill the response. Repeat the patterns, repeat the response. Again and again until the response is second nature.
Chunking
Psychologists use the term “chunking” to describe how we store familiar sequences, like phone numbers and passwords, in long-term memory as a single unit, or chunk. These particular sequences are stored as a unit instead of as individual parts. Think about chess masters, top-shelf neurosurgeons, and great athletes like Wayne Gretzky, Michael Jordan, and Tony Gwynn.
These masters of their craft developed their skills through hours and hours of practice combined with visualization of their actions. They used Gestalt principles in both practice and in visualization to be prepared for any situation that might arise. That’s the physical genius.
Gestalt principles in writing? Is it even possible? Beyond the gestalt-leaning recognition of concepts formed from letters, words, sentences, paragraphs, etc., what can gestalt principles do as part of a writer’s toolbox?
Well, a breakdown of the basic Gestalt Laws might help the writer create stories where the whole shines because of the individual parts. We can also be aware of how perception works, so the good story ideas don’t get lost in the individual parts, and we don’t lose our readers.
Gestalt Laws
Figure-Ground Perception – How the brain visually distinguishes an object from its background.
Proximity – When objects are placed close to each other, they are perceived as a group.
Common Fate – Objects moving in the same direction are looked at as a group.
Similarity – When objects look similar to one another, they are perceived as a group or pattern.
Continuity –The objects are arranged such that the eye moves from one object to another.
Closure Principle – The eye fills in when an object is not completely enclosed or is incomplete.
Good Gestalt – The mind looks for order and simplicity in groups of objects or images.
Past Experience – Based on what was seen previously or repeated, the perception of the whole is saved. Chunking.
As writers, we can train ourselves through our practice and by applying the Gestalt Laws to create satisfying stories, but that is not the only thing we can do. Reading can help develop these skills too. Look at reading as practice, like running through cones at football practice, as a way to hone our ability to see the patterns in the parts.
In writing, just as with football drills, see the patterns, drill the response. Repeat the patterns, repeat the response. Again and again until the response is second nature.
Incorporating a Gestalt mindset may not get one into the NHL Hall of Fame or become the greatest middle-grade author on Planet Earth, but it can help middle-grade authors create better and more satisfying stories.
Mike Hays has worked hard from a young age to be a well-rounded individual. A well-rounded, equal-opportunity sports enthusiast, that is. If they keep a score, he’ll either watch it, play it, or coach it. A molecular microbiologist by day, middle-grade author, sports coach, and general good citizen by night, he blogs about sports/life/training-related topics at www.coachhays.comand writer stuff atwww.mikehaysbooks.com. Two of his science essays, The Science of Jurassic Park and Zombie Microbiology 101, are included in the Putting the Science in Fiction collection from Writer’s Digest Books. He can be found roaming Bluesky under the guise of @mikehays64.bsky.social and @MikeHays64 on Instagram.
The O.O.L.F Files
This month on the Out Of Left Field (O.O.L.F.) Files, we take a deep dive into visual perception through Gestalt Principles, and a highlight reel from The Great One himself.
Can you believe it? STEM Tuesday is 8 years old! We have created more than 84 amazing Fun, Fact-Filled, Free STEM/STEAM activities for your classroom, homeschool, or family....
From the Mixed-Up Files is the group blog of middle-grade authors celebrating books for middle-grade readers. For anyone with a passion for children’s literature—teachers, librarians, parents, kids, writers, industry professionals— we offer regularly updated book lists organized by unique categories, author interviews, market news, and a behind-the-scenes look at the making of a children's book from writing to publishing to promoting.
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