How can I reach him and keep him?

Reaching out might bring some spectacular results. 

After the initial introduction to Corrie ten Boom and historical background of the book, my son carried and read The Hiding Place almost every place he went.  He also continued reading the book in bed, but seeing that his interested extended beyond a morning read warmed my heart greatly and meant that a hook was in him.  Now, the problem is how to keep him hooked.   On one occasion, when we were in the car, I started to ask questions concerning the book hoping to continue stirring interest in it.  My son told me that it was difficult for him to talk to me about the book (knowing he is a boy of little words and has difficulty expressing his thoughts his response to me was not surprising).   My son's response to oral engagement put me in a little of a predicament, though.  Now, I have to be more creative in keeping him engaged and motivated to read the book since if I couldn't have a conversation with him about it.   After some thought,  it dawned on me (I had an AHA MOMENT) on some ways that might work.  I need to show him that I am interested and willing to invest my time and energy in the school assignment.   Reading the book along with him; therefore, showing value for the assignment by participating in it with him might encourage him to keep reading.   Also, communicating with him about the book through Google Docs or some other site that will allow for us to pursue a continuous dialog with each other through writing instead of talking might work better for him.  Plus, if I guide the process well, he might be able to use our communication as a way to complete the writing portion of the assignment.  Well, I better start working on my assignments.

The Aha Moment!!!

Just in case anyone viewing this site has a child reading The Hiding Place here are the links that I shared with my child.   The last one is a vocabulary list for the first four chapters of the book.  As I was talking with my son about the links, I discovered that he didn't bother looking at the vocabulary one.  When I inquired why, he told me that he would open it up if or when he comes across a word he doesn't understand.   Now this was the opening that I allowed me to discuss with my son the difference between REALLY KNOWING THE DEFINITION OF A WORD  V.  RECOGNIZING A WORD AND THINKING YOU KNOW THE DEFINITION OF IT.   I asked my son if he ever experienced reading a passage in a book and coming across a word that he had seen before,  but might not know exactly what it meant.  He said that he had had that experience before.  I further inquired whether he would look up the word or continue reading, and he said he would continue reading.   And of course I had to ask why he didn't look up the word, and he matter-of-factly said  because he knew the word.  "Knew" by his definition meaning recognized it from a previous reading experience.   Now the "AHA MOMENT".  So, I asked him is knowing/recognizing the word the same as know/defining/understanding the word.  And he answered, hesitantly (because there was a moment of enlightenment), "No".    The "No" signaled that I had broken through and now had a platform in which to discuss how to use the vocabulary list.  Moreover, it had given me an opportunity to help my child to learn how reading for understanding/comprehension is accomplished when a teacher and/or parent is not readily available.   

http://www.amadeus-hotel.com/GB/tenboom.htm

http://www.biography.com/people/corrie-ten-boom-21358155

https://quizlet.com/10706095/the-hiding-place-chapter-1-4-vocabulary-flash-cards/

My son is one of many students that dread seeing his school's summer reading list.  The dread doesn't necessary come from the selection offered to him to read as much as the idea that he has to read over the summer.  This year I am trying something different with him and it seems to be working.  I preloaded information about his assigned book, The Hiding Place by Corrie Ten Boom.    In other words I gave him information about the author, the historical details surrounding the book and the geographical location of the story and sent all the links via his email address.  Also, I asked him to read the links before starting the book.  

 The following morning, when I went into my son's bedroom, I was pleased, and to say the least, astonished that he was in the bed reading.  Later that morning, I asked my son what motivated him to start reading The Hiding Place.   He told me that after reading the links that I sent to him, he was curious about the book.  

My first strategy to get him to pick up the book worked.  Stay tune as me and my son continue our summer reading journey. The next two challenges are to keep him interested in the book and become engaged in the writing assignment for the book.