I used this book with all three of my children, between the ages of three and six. (My oldest couldn’t wait to learn to read at three years old, otherwise, I would recommend waiting until they are ready.) This curriculum is easy to use, has a strong phonics base and is effective. Each lesson is broken up into reading/phonics instruction, reading comprehension and penmanship. Because I used another curriculum for penmanship, I used this book strictly for the reading and comprehension. Each of my children were reading at a solid second grade level after completion, and transitioned easily to the McGuffey Readers that I used for follow up. All of my children (ages 18, 11 and 7) enjoy reading. My two oldest are voracious readers, and have not had any problems, even with advanced literature. My youngest (7) reads nicely from his McGuffey Reader, which uses a wide vocabulary. It is very easy to use, as it is scripted for the parent. You can literally pick it up and use it once you have read the introduction at the beginning of the book. The only thing you need to prepare for each lesson is to cover up the picture until they have completed the story and you are ready to move on to the comprehension questions. The only downside to this book is that the stories are kind of lame, for the parent anyway! My kids thought they were silly, though, and seemed to enjoy them. After going through the book three times, I was glad to be done with it, but that’s just me! Overall, I highly recommend this curriculum, and found it to be a good fit for our family. (Note: I also used Riggs Institute phonogram cards after completion to cover any of the rare blends that were not in the book.)
p.s. I hated to read when I was little (I really didn’t enjoy the public school reading curriculums) but now I love reading. My husband loves to read even more than I do and so do the men at our church, young and old. In fact, one of our friends grew up in a home where his father literally had thousands of history books and had read most of them. Now his son is also an avid reader.
I came across this article on Pinterest and I love it. I am a kindergarten teacher and a mother of a 2 1/2 year old. I agree so much with what you have written and love how you have compiled it! I was wondering if you would mind if my kindergarten team used what you have written in a packet for parents at kindergarten roundup (we may change parts that are specific to you…curriculum used, etc.). :)
Jenny wrote that her daughter, who didn't begin to read books until age 11, was able to satisfy her love of stories by being read to, watching movies, and checking out CDs and books on tape, from the library. She finally began reading because there was no other way for her to satisfy her interest in video games, such as ToonTown, and manga books, which require reading that nobody would do for her.
Students think of something that has happened to them personally, sketch a picture, and then write about it. They may start by just labeling the picture, or they may be writing several sentences. I sometimes draw lines for each of the words they tell me, so they can see where they should be writing (for example, if they say, “I went to the park.” I would draw __ _______ ____ _____ ________).
There's an old joke, which I recall first hearing several decades ago, about a child who reached age 5 without ever speaking a word. Then one day, at lunch, he said, "This soup is cold." His mom, practically falling over, said, "My son, you can talk! Why haven't you ever said anything before?" "Well," said the boy, "up until now the soup has always been warm."
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It is two years later. Oral family reading time is integral to our day and the Harry Potter series is our most recent read. A younger friend visiting had not read the Harry Potter books so he asked my daughter to read to him. I wondered how she would handle the request and then she started "reading" to them. The younger childeren were captivated for over an hour listening to the story as she went through it chapter by chapter. I thought she was reading it because of the vividness and vocabulary use in her telling, but I had never heard her read so well. As she continued the story it became apparent that it was all from memory. Obviously she is developing fabulous comprehension skills!
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If you have been sharing books with your child from babyhood, they will already know that the same pictures or sounds can be visited again and again within a book. They will also know that it feels good to sit in a loving embrace and to have the enjoyment doubled by sharing a book. For them, looking at books is never a chore or a forced activity. This child has a head start.
I'm thrilled to see an article about this in a mainstream source. My sons learned to read "late", at ages 9 and 10, and were largely self-taught. We chose to allow their learning to read to be entirely self-directed because instruction via phonics when my first son was six years old was so disastrous -- he was angry, frustrated, and resistant. I shudder to think what would have happened if we'd continued to push him before he was ready. I've written quite a bit more about our experience here on my blog: http://fourlittlebirds.blogspot.com/search/label/reading
I am very grateful to the people who took time to write their stories so thoughtfully and send them to me. I hope that many of you who have just read this essay will add to these stories with stories of your own, in the comments section below. It's high time that we created a real account of the many ways that unschooled children learn to read, an account to contrast with all those rows of books on teaching reading that exist in the education section of every university library.
I have read to my daughter since she was about 2 months old. We have made reading a habit most nights and sometimes dad even joins us. However, she hasn’t seemed to pick up on any words so far. She is being taught to read in school, but I am worried that she isn’t learning as fast as she should. I feel like I’m doing something wrong. Is there a way I can help her?
When reading a book to your child, you can do more than just read the story. Use rich vocabulary to describe the pictures. Ask your child questions about what she thinks will happen on the next page. These techniques will improve her storytelling skills. Avoid questions that can be answered with a simple yes or no. Show your child how to respect a book by turning the pages gently and carefully. Ask her to place the book back carefully in its place, instead of leaving it on the bed or on the floor.
The evidence from the standard schools is that reading does not come easily to kids. Huge amounts of time and effort go into teaching reading, from preschool on through most of the elementary school years. In addition, educators encourage parents of young children to teach reading at home in order to prepare the children for reading instruction in school or to supplement that instruction. Large industries have developed around the creation and marketing of instructional materials for this purpose. There is no end to interactive computer programs, videos, and specially sequenced books designed--"scientifically," according to their proponents--to teach phonics and provide a growing base of sight words for beginning readers.
Finally, I can't resist ending with a little story about my son's learning to read. He was a very early reader, and one of the first indications of his reading ability occurred when he was about three and a half and we were looking at a Civil War monument in a town square somewhere in New England. He looked at the words, and then he said to me, "Why would men fight and die to save an onion?"
None of these children has difficulty reading today. Beatrice reports that the daughter who didn't read until age 8 is now 14 years old and "reads hundreds of books a year," "has written a novel," and "has won numerous poetry awards." Apparently, late reading is not inconsistent with subsequent extraordinary literary ability! This daughter did, however, show other signs of literary precocity well before she learned to read. According to Beatrice, she could recite from memory all of the poems in the Complete Mother Goose book by the time she was 15 months old. [Note: See Beatrice Ekwa Ekoko's excellent blog at http://radiofreeschool.blogspot.com/.]
I used this with all three of my children. It lays a very good foundation for sounding out words and getting children, even from different learning styles, to a second grade reading level in a few months. After this, you need to teach children the rules of spelling, but the reading part will come easily. With my global learning daughter, I needed to offer more support in the process by sounding words out and having her repeat what I did. You may need to adapt it for your child, but the beauty is that adapting is not difficult. Just make sure your child is ready to learn to read, and don’t jump the gun because some children were able to do this process at age three. My children were 5 (girls) or 6 (son) before I used this.
But even as our expectations continue to increase, the latest brain-development research shows that, on average, kids are simply not ready to start learning until around age 5. And those who do start sounding out words at younger ages aren't necessarily brighter, says Beverly Cox, an associate professor of literacy and language at Purdue University: "An early walker isn't destined to be a great athlete, and an early reader isn't destined to be more intelligent."
You could also try putting magnetic letters on the fridge door or buying foam letters to float about in the bath. Once they know some letter sounds well, you can 'spot' the letters when you see them on street signs and food labels, as well as in books (“Look, yuh for yoghurt.”) You could also think up some other letter-sound games to play together, from good old I Spy to more modern, splashy stuff…
North persevered. These days, kindergartners in Matuskiewicz’s class get a different kind of instruction than their older brothers and sisters did. During the first week of kindergarten, Matuskiewicz sits with each child and determines if he or she knows the letters and their corresponding letter sounds. The skill levels of the children are variable. So, class work in the autumn has to do with “sorting” — identifying letters and connecting them to sounds.