Instead, we should think about our children as whole readers from the beginning. In his NYT piece, Willingham writes that “comprehension is intimately intertwined with knowledge.” He suggests that parents should leave the teaching up to teachers, and simply read with kids. Read often. Read everywhere. Read for fun. Read fiction. Read nonfiction. Explore different topics. Traditionally, the texts in early elementary grades “have been light in content,” Willingham writes. (“Mac sat on a mat,”etc.) Kids can soak in more complicated information and plots when you read to them than when they read texts themselves, so it’s important to keep at it, following their natural curiosity.
Once your child is about 2 or 3-years of age, begin asking questions before, during, and after reading the book. Show your child the cover of the book and ask him what he thinks the story is going to be about (predicting). While reading, ask him what he thinks is going to happen in the story or why he thinks a character made a particular choice (inferring). If a character is depicting a strong emotion, identify that emotion and ask your child if he has ever felt that way (connecting). At the end of the book, ask if his prediction(s) came true. Afterwards, ask him to tell you what he remembered happening in the book (summarizing).