“Reading habits ultimately determine the top 1%!”

2022 Revised Curriculum x 500 Curriculum-Linked Required Readings Included
The growth formula is completed by reading books → developing study habits → improving grades.

There is no parent who does not know the importance of reading books.
“Even if you’re not good at studying right now, if you just read books, you’ll catch up someday.” Many parents harbor this hope, but when faced with the reality of how to connect which books to read, and what strategies to use to connect them to the curriculum, they become daunting.
Reading books in elementary school is not just a simple hobby; it is a crucial foundation for creating the gap in middle and high school grades.
This book is an elementary reading strategy book written by teacher Seo-yoon Lee, an elementary school teacher with 16 years of experience and an EBS public lecturer, and an 'elementary study and reading expert' who has observed the changes in children in numerous classrooms and parent lectures. This book is based on her field experience.

By meticulously analyzing the 2022 revised curriculum and 500 required reading books linked to each subject, we present a concrete growth formula that connects "reading books → study habits → improved grades."
This book contains methods to naturally transform a child's reading experience into 'study skills', such as a 30-minute daily reading routine, independent reading stages by grade level, stimulation to read books one level higher than the current level, and extended reading to help children deeply understand curriculum concepts.
In particular, it provides step-by-step reading strategies that can be applied immediately to each grade level and subject-specific reading methods to help students systematically plan the six years of elementary school.

《Elementary Super Gap Reading》 is a practical reading roadmap that goes beyond simply creating children who read a lot of books, and covers the structure and principles of elementary reading methods that improve grades from beginning to end.
This book will clearly reveal the secret of how reading books in elementary school leads to superior grades in middle and high school.

There is no one who does not know that reading is important.
Let me just touch on that one more time.
Human time is limited.
Whatever you choose now is at the same time something you give up.
Not only time, but also mental and physical energy.
For example, attending an English academy can certainly help.
However, if the amount or difficulty of the academy classes does not match the child's needs, the resulting reduced reading and rest may actually hinder their studies.
Parents are worried.
“Is this choice really the right one for my child?” In such cases, reading becomes the most cost-effective way to study.

--- pp.7-8

So where did the difference lie among the students with exceptional academic potential? It was the one or two students in each class who consistently read for more than an hour a day, or at least 30 minutes.
Although most students attended academies, only a few read books for more than 30 minutes.
And those kids were definitely different.
--- p.23

“My child is reading educational comics, but is that considered the minimum reading?” This is a question that many parents ask.
My answer is “No.”
Minimum reading means being able to read books with some substance and try books outside of your interests.
It is difficult to achieve reading independence if you only read books that interest you or read only comics.
“Then how about replacing it with a reading comprehension workbook?” My answer is, again, “No.”
Reading and reading comprehension workbooks are completely different.
Reading is a divergent process that expands thoughts over a long period of time, while reading comprehension workbooks are a convergent process that involves reading short passages and solving problems.
The elementary reading comprehension workbook can be said to be essentially the Korean language section of the CSAT reduced to an elementary level.
Due to high demand, publishers have been releasing various reading comprehension workbooks recently.
Of course, it's better than doing nothing.
Because a child who solves reading comprehension workbooks is better than a child who doesn't read at all.
However, convergence training can be done sufficiently even in middle and high school.
During the elementary school years, it is best to give them as many opportunities to express themselves as possible.
Because the experience of reading a long text with great immersion is much more valuable.
--- pp.28-29

It's not hard to get kids to like pizza and hamburgers.
Even if you only eat it once or twice, you will quickly become addicted to its stimulating taste.
On the other hand, if you want to develop a liking for the deep, bitter flavor of natural ingredients like perilla leaves or water parsley, you have to eat them dozens, or maybe even hundreds of times before you become accustomed to them.
No matter how much you eat, it's hard to like it when you're young, but as you grow up, you realize, "This is the taste of perilla leaves!", "This is the scent of water parsley!", and you miss that taste.
The same goes for books.
If pizza and hamburgers are YouTube shorts or mobile games, then books are closer to perilla leaves and water parsley.
The deep and subtle taste of reading is not something that can be instantly familiarized like a stimulating video.
So, we need to expose our children to books more frequently, at a younger age, and in a variety of ways.

--- p.65

It starts with, "I listen because my mom reads to me," then moves on to, "I can read a little on my own!" and finally, to the self-identity of, "I am a child who reads books!"
This change soon creates reading efficacy.
The role of parents and teachers is to continue the chain of 'efficacy → motivation → more reading → vocabulary growth → stronger sense of efficacy' without breaking it.
--- p.82

Curriculum-linked learning reading goes beyond simply reading one more book.
Through books, children expand their background knowledge, reinforce their comprehension and memory by repeating what they have learned, and develop self-directed learning habits by finding and reading books related to their subjects.
Children with self-directed learning habits don't just read a lot of books; they also reinforce subject concepts through repetition and develop problem-solving skills.
This attitude and ability will have a huge impact on your test preparation and ultimately make a difference in your middle and high school grades.
--- p.137

As you advance to middle school, the number of subjects increases and the amount of textbooks increases dramatically.
Most of the studying involves reading the text, understanding the main points, and then organizing the content into writing.
Children who have been reading consistently for six years in elementary school have already developed the ability to "read, understand, and organize," so they can quickly digest new concepts and connect them logically.
On the other hand, children who lack reading experience find reading textbooks burdensome and spend more time understanding the text than solving problems.
This difference leads directly to a gap in performance and confidence.
When you go to high school, the gap widens even further.
Reading comprehension, the ability to quickly read long passages and grasp the main points, critical thinking, the ability to compare and analyze various sources, and the ability to express oneself in writing are all strengths developed through reading.
Children who have a solid foundation in reading in elementary school will not be flustered when they encounter college entrance exam passages or essay questions.
This is because they have the thickness and depth of knowledge that comes from being trained through books since childhood.

--- pp.304-305