How We Learned to Read: Stories from SXSW EDU
At SXSW EDU this year, we asked a simple question:
How did you learn to read?
The answers weren't about a single program or approach. They were personal—shaped by family, language, and the small moments that made reading feel possible.
We captured a few of these stories on video. Here are four that stayed with us.
"I used to read to my cats."
Jody from Greenfield, Wisconsin, remembers learning to read surrounded by cats—and a lot of imagination.
What started as pretending to read soon became something more. She listened to her mom read favorite books over and over, memorizing the rhythm and patterns of the words. Eventually, she was the one doing the reading—holding onto her very patient (or not-so-patient) feline audience.
Her story is playful, but it reflects something real: reading often begins with imitation, repetition, and a safe space to practice.
"I had to figure it out by listening."
Chris from Frisco, Texas, came to the United States in fourth grade without knowing English—not even the alphabet.
He learned to read by listening closely to the people around him, piecing together meaning word by word. He asked questions, made connections, and translated constantly between English and Korean, his first language.
Over time, those connections became more automatic. What once required constant translation began to "blend together."
His story is a powerful reminder that for many students, learning to read also means learning a new language, navigating a new environment, and building understanding across both.
"I used music to connect with reading."
John from San Antonio, Texas, learned to read through song.
As the son of a preacher, music was always present—but for John, it became more than just sound. It became a pathway to literacy.
He would sing songs and write them down. As he wrote the lyrics, complex words started to make sense. The rhythm and repetition helped him remember not just melodies, but meaning.
"I would sing songs to myself while I'm studying or taking a test to remember things," John says.
Music gave him a way to hold onto words, to make them stick, to connect reading with something that already felt natural and joyful.
His story reminds us that learning to read isn't about one prescribed method—it's about finding the bridge that connects new skills to what already makes sense.
"I connected the dots between Spanish and English."
Alejandra, now based in Philadelphia and originally from Northern New Mexico, traces her reading journey back to time spent with her grandmother.
Every day after school, her grandmother read to her in both Spanish and English. Alongside those shared moments, everyday experiences—like noticing signs around the house—helped her connect words across languages.
For Alejandra, reading wasn't something learned in isolation. It was built through relationships, routines, and bilingual experiences at home.
Her story highlights an essential truth: literacy is deeply rooted in family, culture, and language.
What These Stories Remind Us
Each of these experiences is different. Reading to a cat. Learning a new language. Listening to a grandmother's voice. Connecting with music.
But together, they point to something bigger:
There is no single path to becoming a reader.
Reading develops through:
- Repetition and play
- Language and translation
- Relationships and shared experiences
As educators, these stories invite us to look beyond skills alone and consider the experiences students bring with them—and the conditions that help them grow.