“Reading from the Heart: Intimate Reading vs. Forced Reading” (Prabina Shrestha, Department of English)

  “Reading from the Heart: Intimate Reading vs. Forced Reading”   

Prabina Shrestha

 Department of English

“When we read by choice, words become windows; when we read by force, they become walls.”

In an era dominated by screens, scrolling, and short attention spans, the timeless habit of reading is quietly losing its charm. Surrounded by smartphones, social media feeds, and instant information, many students today find reading a demanding task rather than a delightful pursuit. Likewise in most classrooms, reading is often treated as an obligation, a task to be completed, a passage to be answered, or a chapter to be summarized. But reading, at its truest form, is far more than an academic requirement. It is a conversation between the reader and the text, a personal journey into imagination, emotion, and understanding. This difference between intimate reading and forced reading defines whether a student reads to learn or merely to finish. 

Intimate reading, or reading for pleasure, is a deeply personal and a motivated act. It's the kind of reading that happens when a student discovers a book that speaks to their interests and curiosities, and feels the author’s voice whisper directly to the heart. In such moments, reading becomes an act of discovery and self-expression. Eventually, it fosters a genuine love for reading and has been shown to have multiple benefits. Students who read for their own interest often spend significantly more time in reading , which leads to a larger vocabulary, improved reading comprehension, and a greater ability to understand complex ideas. Beyond academics, reading for pleasure is linked to enhanced empathy, as it allows readers to step into the shoes of different characters and experience diverse perspectives.We remember those books for years because they speak to something within us.

Conversely, forced reading, often associated with required school assignments, exams and deadlines—turns a beautiful art into a mechanical act. Students may read the words but miss the meaning. They focus on memorizing facts rather than feeling ideas as this kind of reading is driven by external pressures such as grades or deadlines. This approach not only limits creativity but also discourages students from exploring literature on their own. The lack of choice can create resen tment towards books and discourage reading altogether. Research indicates that while external motivations might not be negatively correlated with reading competence in elementary school, they can become negatively related to achievement in secondary school. 

The challenge, therefore, lies in transforming forced reading into intimate reading. The key difference lies in the motivation. Intimate reading is fueled by curiosity and personal connection, leading to a more meaningful and lasting impact on a student's intellectual and emotional development. Forced reading, while often necessary for a structured curriculum, can sometimes strip the joy from the act of discovery.

Teachers can bring the changes by letting students select books that interest them and by discussing themes instead of only test answers. Reading circles, creative retellings, or dramatizations can bring texts to life. When students are emotionally involved in a story, comprehension happens naturally.

Students, too, have a vital role to play. They can make reading more meaningful by choosing books that genuinely interest them, setting aside a quiet time each day, and reading with imagination and emotion rather than obligation. Keeping a small reading journal, sharing thoughts with friends or teachers, and relating stories to real-life experiences can turn reading into a joyful habit. Visiting libraries regularly and reading beyond exam requirements help to nurture curiosity and creativity. When students read from the heart, not for marks but for meaning, they transform reading from a task into a lifelong companion. 

Parents, too, can nurture this spirit at home. A shared reading time or a simple talk about a book can create a bond stronger than any academic rule. After all, the goal of reading is not just to pass exams but to develop minds that question, feel, and grow.

To foster a community of lifelong readers, it is essential to create an environment that encourages intimate reading. Providing students with a diverse range of books and the autonomy to choose what they read is a crucial first step. Carving out dedicated time for independent reading during the school day sends a powerful message about the value of reading for pleasure. Ultimately, while the curriculum will always have its required texts, nurturing a student's personal connection to the written word is what will transform them from a proficient reader into a passionate one. So, let’s encourage our students to read not because they must, but because they want to. That is where true learning begins.

 

References:

1. readingrocket.org

2. gbsindependent.org

3. readingmate.co.uk

4. nih.gov

5. education.vic.gov.au