「小朋友只看圖不看字，怎麼辦？」
這是我常常收到的問題。其實，這樣的情況很常見，也非常正常。
首先我們要理解，為什麼小朋友偏偏只喜歡看圖，不看字呢？
「大家都說閱讀圖書對學習中文很重要，可是他就是不讀字，那怎麼辦啊！」
這個問題，我們可以從兩個角度來思考。
首先，孩子可能年紀太小，還沒有建立閱讀文字的習慣。這時候，他們對文字的理解和閱讀能力還比較弱，當然會先選擇圖畫作為理解故事的主要方式。
另外，即使孩子已經掌握了基礎的文字能力，他們可能還覺得閱讀文字比看圖更困難、更耗時，所以寧願快速翻閱圖片，這樣更直觀也更輕鬆。
事實上，孩子只看圖不看字，理所當然，因為對他們來說，圖畫比文字來得簡單、直接，而且能快速理解故事內容。
記得我自己小時候也只喜歡看圖，幾乎不看文字。那時候我看兒童周刊，只是喜歡看那些生動的插圖，而對文字沒多大興趣。在學校，我借書時也總是挑選那些圖多字少的書本。這個情況直到小學四年級，某一天，我才突然發現自己原來能夠輕鬆閱讀長篇小說，甚至可以讀完整本故事書。
從我只看圖，到喜歡閱讀的過程中，我一直在享受主動翻書看的樂趣，讓我建立了閱讀正面的經驗和習慣。另外，我在課堂中也一直在學習中文，慢慢增強自己的閱讀能力。當有一天，我的閱讀能力逐漸跟上我的閱讀興趣，自然而然就會開始主動閱讀。
比起小朋友只喜歡看圖不看字，我更要關注的是家長的焦慮心態
有時候，比起小朋友只喜歡看圖不看字，我更擔心的是問這個問題的家長心態。因為問題的背後，反映出的是家長的焦慮和不安，看到孩子已經能讀簡單的字詞，卻仍然停留在「只看圖」的階段，家長會有焦慮：「小朋友是否不愛閱讀呢？」「這樣會跟不上其他小朋友的進度，太過落後呢？」「他明明已會認字，為甚麼還不閱讀呢？大家都說閱讀圖書對學習中文很重要，可是他就是不讀字，那怎麼辦啊！」
但其實，只要小朋友主動打開書本，不管是看圖還是看字，這本身就是一種正面的表現！這代表小朋友已經開始享受閱讀的過程，並把閱讀和快樂的體驗聯繫在一起。即使他們現在更多關注圖片，隨著對書籍的興趣和閱讀能力增強，他們也會在不知不覺中開始注意到書中的文字，並從中尋找更多的訊息，這樣就能慢慢養成閱讀的習慣。
所以，當孩子主動翻開書本時，家長應該暫時放下對「他們有沒有好好讀文字」的焦慮，因為這是一個正向的開始。
父母焦慮會影響孩子的閱讀興趣
很多時候，家長過度焦慮會對孩子的閱讀意願產生負面影響。假如父母在孩子看圖時表現出焦慮，甚至不自覺地說出：「你怎麼光看圖，你要看看文字在說甚麼！」這些負面的內容、語氣和表情會讓孩子感覺到壓力，甚至會把閱讀和不愉快的經歷聯繫在一起。明明我們的目標是希望小朋友喜歡閱讀，那又怎能做出讓小朋友將負面情緒和閱讀連結在一起的行為呢？
想像一下，如果每次你正在愉快地閱讀時，大人卻插話，要求你必須閱讀並指責你沒讀書，這樣會讓你更想避免這樣的壓力，甚至會對閱讀產生排斥感。所以，家長千萬不要「揠苗助長」，反而要讚賞他們主動閱讀，欣賞他們願意挑戰看有文字的圖書，給小朋友更多的空間和時間去享受閱讀。
父母該如何正確引導小朋友開始閱讀文字？
我認為，可以將「學中文」時間和「享受閱讀自由」時間分開來看，兩者相輔相承。
建立固定學習中文時間
家長如果想讓孩子有更強的閱讀能力，需要每天固定時間和孩子一起讀一些適合他們程度的句子，來訓練他們的基本閱讀能力。而且，家長也要與孩子一起共讀，循序漸進地引導孩子認識書中的簡單詞語和句子，幫助他們逐步掌握閱讀技巧，而不是一堆書就讓孩子自行去讀。
例如在共讀時，可以偶爾裝作不懂，請小朋友幫忙讀出某些詞語或句子，當他們成功完成時，要給予充分的讚賞，讓他們感受到正面的回饋。（但要注意，這樣的挑戰量要適中，既不過多，也要符合小朋友的實際能力，不讓他們感到過於勉強或辛苦。同時，也不要等到小朋友開始不耐煩才停止。）
閱讀自由時間
然而，除了學習的時間，家長還應該讓小朋友有更多自由去享受閱讀。當小朋友主動挑選書籍時，父母不應該去干涉，應該提供適合且有吸引力的書籍，讓孩子自己翻書，培養他們的閱讀習慣。當小朋友開始主動翻書時，家長要鼓勵他們，這會讓孩子感受到成就感和自信，從而更加喜歡閱讀。
這比家長一味地焦慮「孩子能閱讀了嗎」來得更有效。
小朋友需要時間和空間
如果家長過於強迫孩子閱讀文字，可能會無意間扼殺孩子原本的學習熱情。每個孩子的成長速度不同，當他們還沒有準備好時，強迫他們也沒有用。經常翻書的孩子，隨著認字能力逐漸成熟，對故事的情節更感興趣時，自然會開始主動去讀那些文字。
最重要的是，閱讀已經成為孩子的習慣，並且他們在閱讀中感到快樂，這才是我們最關心的事情。家長的責任，就是培養和引導孩子對閱讀的興趣，而鼓勵和支持是幫助小朋友進步的最強力量。
What to Do If Your Child Only Looks at Pictures and Not Words?
This is a common question asked by many parents: What should I do if my child only looks at pictures and not the words?
In fact, this is a very common and completely normal situation. First, we need to understand why children prefer looking at pictures rather than reading words.
“Everyone says that reading books is important for learning Chinese, but my child just won’t read the words. What should I do?”
We can approach this issue from two perspectives.
First, it might be that the child is still too young and hasn’t yet developed the habit of reading words. At this stage, their understanding of words and reading ability may still be quite limited, so they naturally rely on pictures to understand the story.
Secondly, even if the child has mastered basic reading skills, they may still feel that reading words is more difficult and time-consuming compared to looking at pictures, so they prefer to quickly flip through the images, as this is more direct and easier.
In fact, it’s completely natural for children to focus on pictures rather than words, because pictures are simpler and more immediate for them, allowing them to understand the story quickly.
My Concern: The Parent’s Anxiety
Often, rather than worrying about the child’s focus on pictures, I am more concerned about the anxiety parents feel. Behind this question lies the worry of the parent who sees that their child can already read simple words but still seems to be stuck at the “picture-only” stage. Parents may think: “Does my child not like to read?” “Will they fall behind other children?” “Why aren’t they reading even though they can recognize characters?” “Everyone says reading is so important, so why won’t they read the words?”
However, the truth is, as long as the child is actively opening a book, whether they are looking at pictures or words, this is already a positive sign! It means the child is beginning to enjoy the process of reading and is linking reading with a fun experience. Even if they are more focused on the pictures now, as their interest in books and reading abilities grow, they will naturally start noticing the words in the book and begin to seek out more information from them, gradually forming a reading habit.
Therefore, when a child actively opens a book, parents should momentarily set aside their concerns about “whether the child is reading words properly,” because this is a positive start.
How Parental Anxiety Can Affect a Child’s Reading Interest
A lot of times, a parent’s over-anxiety can negatively affect a child’s desire to read. If parents show anxiety when their child is looking at pictures, or even unconsciously say things like, “Why are you only looking at the pictures? You need to see what the words are saying!” — these negative words, tone, and expressions create pressure on the child. The child may end up associating reading with a negative experience. The very thing parents want to encourage — a love of reading — could become something the child wants to avoid.
Imagine, if every time you are enjoying a book, an adult interrupts you, insisting that you must read and scolding you for not doing so, you would likely want to avoid that pressure. You might even start to develop a dislike for reading. Parents should never “push too hard”; instead, they should praise their child for actively reading, appreciate their willingness to challenge themselves with books that contain words, and give them more space and time to enjoy reading.
How Should Parents Guide Their Children to Start Reading Words?
I believe that the time spent “learning Chinese” and “enjoying the freedom of reading” should be viewed separately, with both aspects complementing each other.
Establish a Fixed Time for Learning Chinese
If parents want to help their child build strong reading skills, they need to spend time every day reading sentences that are appropriate for the child’s level, to train their basic reading abilities. Parents should read with their child, gradually guiding them to recognize simple words and sentences in the book, helping them master reading techniques step by step. The child should not be expected to read books on their own right away.
For example, during shared reading, occasionally pretend not to know a word and ask the child to help you read certain words or sentences. When they succeed, give them plenty of praise to provide positive feedback. (But remember, the challenge should be moderate, not overwhelming. It should align with the child’s actual abilities, so they don’t feel forced or frustrated. Also, don’t wait until the child gets impatient to stop.)
Reading Time for Enjoyment
In addition to structured learning time, parents should allow children more freedom to enjoy reading. When the child picks a book on their own, parents should not interfere but instead provide interesting and appropriate books, letting the child flip through them on their own to build their reading habit. When the child starts to turn pages on their own, parents should encourage them. This will help the child feel a sense of accomplishment and confidence, naturally fostering a deeper love for reading.
This approach is much more effective than parents simply worrying about whether the child is reading yet.
Children Need Time and Space
If parents force children to read words before they are ready, it could unintentionally kill the child’s natural enthusiasm for learning. Every child grows at their own pace, and when they’re not ready, forcing them will not help. Children who regularly flip through books will naturally begin to read the words as they mature and become more interested in the story’s plot.
What matters most is that reading has become a habit for the child and that they find joy in reading. This is what we should focus on. Parents’ main responsibility is to nurture and guide the child’s interest in reading. Encouragement and support are the greatest driving forces behind a child’s progress.
I still remember when I was a child; I only liked looking at the pictures and rarely looked at the words. When I read children’s magazines, I enjoyed looking at the lively illustrations but wasn’t really interested in the text. When I borrowed books at school, I would always choose those with lots of pictures and fewer words. This continued until the fourth grade, when one day I suddenly realized that I could easily read long novels and even finish an entire storybook.
From only looking at pictures to enjoying reading, I always enjoyed the fun of turning pages. This helped me build positive reading experiences and habits. At the same time, I was also learning Chinese in class, slowly enhancing my reading skills. One day, as my reading ability caught up with my growing interest in reading, I naturally began reading on my own.