On Writing for Young Readers
Through the process of developing the Cereal Readers website and writing Benjamin Bookmark: The Secret Life of Bookmarks, a set of values naturally emerged that now form a framework for my writing.
They’re not rules for what every chapter book should be—different books serve different readers and purposes—rather they encompass an approach to narrative and language that is important to me. Through this approach, I hope to engage children in their formative reading years, excite them about language, and foster developing readers.
At the heart of my philosophy is a belief that children learning to read independently deserve stories and language with depth, personality—and which celebrate language.
Broadly speaking, my approach encompasses three main ideas that I think of collectively as Respect the Reader.
1. Story and Authenticity
For me, respecting the reader begins with the story. Children are perceptive. They often sense when a story exists predominantly to deliver a lesson or practice a reading skill.
Instead, stories with genuine stakes, relatable feelings, and credible characters (even fantasy characters can be credible!) are so much more likely to captivate young readers. Authentic humor that grows naturally from a situation has the ability to energize and elevate.
A plot may be playful or fantastical, provided the emotions underneath ring true.
Respect is shown by taking a child’s engagement seriously and providing a narrative that rewards their attention.
2. Rich, Lively Language (the three Cs)
Creativity
I firmly believe that accessible language doesn’t have to be flat language. Language is a creative wellspring—a joy! I dearly want to write stories that demonstrate to children just what fun language can be.
Developing readers clearly enjoy:
• rhythm
• varied sentence structures,
• precise vocabulary,
• unusual phrasing,
• and wordplay.
Context
Context can carry children through language that stretches them, particularly when they’re absorbed in the story.
Clarity
Clarity is key. Short sentences are not always the path to clarity, while complexity for its own sake is not the aim. I resist removing qualities that make language expressive, simply because the reader is young or still developing confidence.
And think about this: Books are one of the few places where children encounter language beyond everyday conversation. I want that encounter to be lively, generous and enjoyable.
3. Reading and the Developing Writer
I consider reading to be the most important training and guidance children (or any of us!) receive to develop writing skills. We unerringly absorb phrasing, vocabulary and narrative structure when we read.
Yes, writing instruction teaches grammar, spelling, structure and technique; but reading provides something more: exposure to how language sounds, moves and creates meaning.
Through books, children encounter sentence rhythms, narrative patterns, voices, images and forms of expression that can become part of their own growing repertoire. They begin to recognize not only whether a sentence is correct, but whether it is vivid, graceful, funny, forceful — or distinctly their own.
I believe sustained exposure to different types of expressive writing helps children process and develop creative voices of their own.
What I Care About
These are the things I care about in my writing and what I'd like to share with young readers.
The above three principles are closely connected. Authentic stories invite children to care. Rich and playful language sparks joy and rewards that attention. Over time, reading widely and well cannot fail to enlarge their sense of what language—and their own writing—might do.
Respect the Reader is my way of keeping these values in view. It’s also a conversation starter about what we offer children during the important years between learning to read and becoming lifelong readers.
—Marielle Rebbechi