The idea that a 4-8 year old knows his/her own "learning style [and] knows exactly what he or she is ready for," is complete bunk. I never knew my own learning style straight through college, and I'm sure I still don't know what I'm "ready for." In fact, the article even contradicts itself on this point, saying later "The unique needs of each child, as they affect learning to read, are not just functions of differences in brain hardware, but vary from day to day and moment to moment based on the child's specific experiences, wishes, and whims," but then finishes the sentence "which the child himself or herself controls" which is such utter bullshit I'm not sure how you could ever believe it.
Ask questions about the stories. Similar to when you were reading stories to your child, every time your child reads ask them questions about what they’ve just read. At first it will be difficult for them to think critically about meanings of words and the buildup of character development and plot (or the semblance of those things in the most basic of stories), but over time they will develop the necessary skills to answer questions.
My mom wrapped this up as a birthday present for my third birthday as she had for my two older siblings, and later did for my two younger siblings. I learned to read with this book and was definitely ahead of the other kids in my kindergarten class by the time I started school. My mom gave it to her friends and they taught their children to read with it as well. It's a great program that makes reading simple for any child, and will teach children to become avid readers. Also, I probably wouldn't ...more
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
Great list, and wonderful summary. I particularly love the emphasis on making it fun and creative and incorporated into different aspects of life. I used a very similar list when documenting my experiences teaching my kids to read at howitaughtmykidstoread.wordpress.com. I’ll definitely be using your post in a future post of my own, and hope you will take a look at my site and let me know what you think. Thanks!
Teach your child to read using explicit phonics. Traditionally, children are taught to recognize a word based on its size, the first and last letters, and the general sound. This method of teaching is known as implicit phonics - working from the largest piece down. However, studies have shown that readable vocabulary dramatically increases (from 900 words to 30,000 words by the third grade) when taught in the opposite fashion: breaking each word into the smallest parts, and building them up into a full word - explicit phonics. Help your child to begin reading by having them sound-out each individual letter without looking at the overall word first.
Many of the teaching techniques and games include variations for making the lesson more challenging for advanced students, easier for new or struggling students, and just different for a bit of variety. There are also plenty of opportunities, built into the lessons and games, to observe and assess the child’s retention of the sight words. We encourage you to use these opportunities to check up on the progress of your student and identify weaknesses before they become real problems.
@B. Leekley, thank you for your very insightful comment. I must say that did not intend to imply that once a child knows how to read there will be no more work to be done, what I simply meant in my article is that once a child knows HOW to read then he or she will have the most basic tool for learning. Thank you for your recommendation as well, I downloaded a pdf copy this weekend and am looking forward to reading it and implementing it into my son’s schooling. I really enjoyed your comments and am very grateful for your support.
Amanda is an artist turned homeschool mom and thinks that science and art are essential for learning and strives to create a space where her children are free to explore the arts and science. She is passionate about supporting parents who might not have an art background by helping them find easy ways to incorporate the arts. And because she has a real passion to help she has created some amazing courses. She also is the co-host of a homeschool podcast; Homeschooling in the Northwoods
Hi! My son is 17 years old and he does not enjoy reading at all. I have realised that he can read but cannot comprehend to what he is reading and so is bored . Please help or give me some suggestions which will help me to motivate him to read and comprehend what he is reading. I know i have missed those formative years of his childhood. But i believe nothing is impossible.
Thank you for your response and suggestions. There are times that we both feel frustrated and lost. I’m glad that kinder teacher isn’t at his school any longer else whole class will have the same issues. I failed to mention that there are 4 other children in his class that can’t read either and they had the same kinder teacher. I will read your book and being to implement the suggestions from your book and email. Thanks again.
The more a kid reads the better their reading skills will be. That being said, beginning readers don't really read. To get kids to practice reading teachers use predictable books. Predictable books have the same basic sentence on each page. The only change from page to page is one word--this word is usually related to the picture on the page. For example, in the book below, the basic sentence is "I put in the _______." This basic sentence is on all the pages of the book. The only part that changes is the last word. Kid's can figure out what that word is by looking at the picture. While reading predictable books, kids are practicing to read. Eventually, kids begin to recognize different words and internalize reading behavior.
We're back to homeschooling again as of the beginning of this year and he's slowly getting back into learning for pleasure. Since he hates measuring and more practical stuff (just doesn't see the need for it yet, perhaps he will once he starts building stuff, which he wants to do), we did some introductory algebra recently and he loved it. He's really into abstractions and gets irritated with 'real world' problems. Which aren't really real world, but I digress.
Amanda wrote, concerning her daughter who attends a Sudbury model school: "She had consistently told people that she didn't know how to read until she made brownies this past November [at age 7]. She asked her father and myself to make her favorite brownies for her, but neither of us was willing to make them. A little while later she ran into the room and asked me if I would turn on the oven for her and find her a 9x11 pan (she said, "9 ex 11" instead of "9 by 11"). I got her a pan and turned on the oven. Later she ran in and asked me to put the brownies in the oven. Then she said, 'Ma, I think I can read now.' She brought me a few books that she then read out loud to me until she jumped up and said, ‘those brownies smell done. Will you take them out now?' ... Now she tells people that she knows how to read and that she taught herself how."
You, their parent, know what your child’s interests are and if you include these words into their lesson, you will soon have an enthusiastic child who will not only look forward to their reading lesson, but soon they will give you words that they want to learn to read, for example my son was crazy about dinosaurs, Winnie the Pooh and aliens. The best fun we had was making sentences using these words, one of his favourites was, “My daddy is a green dinosaur.”
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).