Actually, when learning to read, you want children to be exposed for a long time and recurrently to a large quantity of text. The quality of the text should be a later objective, when reading has been acquired.

Anecdotally, I've tried to teach my son to read from quite a young age, but it didn't work well, mainly because his brain was not ready for it (that happens often with children: they seem to not understand something despite your efforts to teach them, then suddenly, a few months later, you realize that it spontaneously clicked and they perfectly master the subject/reasoning). Then one of his friends began reading the One Piece mangas (because his older brother was reading them). Like his friend with his brother, my son became intrigued by the story and I bought him the books. That was 5.5 months ago, he had just become 7 years old. He has now reached number 38, his reading ability improved in ways I would have never imagined before. Now he's fluent in reading and started to write a kind of journal.

Qualitatively, I do consider One Piece to be poor. Not only the text, also the pictures. Still, the focus on quantity during the last months has fundamentally changed his relation to text and books. Since then, he has also read a number of other books (children novels with almost no pictures) and Belgian/French comics.

We'll see about higher quality readings later, when pleasure of reading is deeply ingrained and fear is completely gone.

If one is not confronted with text, how should one become fluent in reading and writing?

"On ne fait bien que ce qu'on fait d'habitude."/One only does well what one does usually. (Pr Philippe Boxho)

And maybe they do? If you make the elevator more accessible than the stairs, people get lazy.