Adolescence is a killer of readers. That is to say, even if one enjoyed reading when one was younger, the evolution of one’s own interests sometimes directs the future student towards music, for example, which diverts him from literature (apart from forced school texts). Fortunately, the intensified personal work after the baccalaureate brings the lost sheep back on the right path when the time comes for his studies.
It is true that music is more socializing than literature and school or university readings (which is not necessarily the case with other readings). However, the ambition to succeed in one’s studies leads any motivated student to set aside other desires in order to devote himself more fully, without too much exaggeration, to the most useful readings.
How much reading is necessary?
But is the student able to regain the desire (even if he or she has already had it) to start reading more seriously through pragmatic reading? There are those who say that young people no longer read, others who say the opposite. Probably the truth lies somewhere between these two extremes:
one can imagine the profile of those who only open a minimum number of books, but being students, they have no choice but to start, and if they limit these, they will at least have the reflex to go in search of an alternative written on the Web, which therefore leads to reading,
At the same time, the reader devouring everything he or she finds is at risk of overdosing, and no one can guarantee that he or she will be able to keep up the pace that will allow him or her to retain and assimilate what he or she has understood,
In between the two, there is the average profile, neither too much nor too little, which may be a more reasonable in-between.
In the end, which will be more effective:
- the one who reads little without real motivation?
- the one who reads a lot without taking the time to stop and integrate the essential part of his reading?
- or the one who reads intelligently, motivated enough to read enough, multiplying the sources of information between books, courses and the Web, while diversifying his personal activities, which can be just as enriching as a book, even among references?
Some say that those who read regularly and/or read with pleasure are those who do best in their studies. Others say that some students succeed without reading much and some fail when they read a lot. Success is therefore not a priori related to the amount of reading ingested.
Nevertheless, it is easy to imagine that those who enjoy reading (which may lead them to read a lot, but not necessarily in all circumstances) will be led to read more than normal.
Above all, enjoyment will involve a good dose of motivation and concentration that can almost guarantee good comprehension and fairly solid memorization, saving both time and success.
At the same time, it must be understood that our successes often involve the need for concrete learning: the more time you spend doing an activity, the more diverse situations related to that activity will arise and the more experience you will gain, which will ultimately lead you to gain a new skill for a new expertise.
In the case of reading, the more you read, the more you will become a master in the art of reading and, of course, its interest. Even if you read ordinary books or other books that have nothing to do with the required references, the learning process is already underway.
On the other hand, it is more likely to be affirmed with additional scholarly reading based on reference works: even a minimum of basic necessities may then be necessary, since you will have learned how to make good use of them thanks to your reading experience. To get there, it is useful to enjoy reading.