Is your child halfway through first grade and still unable to read? Is your preschooler bored with coloring and ready for reading? Do you want to help your child read, but are afraid you'll do something wrong? RAs DISTARreg; is the most successful beginning reading program available to schools across the country. Research has proven that children taught by the DISTARreg; method outperform their peers who receive instruction from other programs. Now for the first time, this program has been adapted for parent and child to use at home. Teach Your Child to Read in 100 Easy Lessons is a complete, step-by-step program that shows parents simply and clearly how to teach their children to read. Twenty minutes a day is all you need, and within 100 teaching days your child will be reading on a solid second-grade reading level. It's a sensible, easy-to-follow, and enjoyable way to help your child gain the essential skills of reading. Everything you need is here -- no paste, no scissors, no flash cards, no complicated directions -- just you and your child learning together. One hundred lessons, fully illustrated and color-coded for clarity, give your child the basic and more advanced skills needed to become a good reader.Teach Your Child to Read in 100 Easy Lessons will bring you and your child closer together, while giving your child the reading skills needed now, for a better chance at tomorrow.
In this video I show how I teach my child to read only three years old! This is a proven technique that I have used with all of my children. Teach your child to read phonetically in just one minute a day of practice you can have your child reading two and three letter words! Thousands of subscribers have told me they were able to successfully teach their kids to read easily with my technique! It works! Have a child who has problems reading try this!
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If you’re nervous about teaching your child to read and the task is daunting, then 100 Lessons is an excellent resource. The book is scripted, which takes away the stress of wondering if you’re doing it right. And, although it can get boring for the kids as there is no color or flashy pages, I actually found this to work in our favor as my daughter got used to simple formats and responds well to my own homemade worksheets. It was also good for her to see that sometimes we have to work hard and press through to gain the benefits. There was great satisfaction from both of us when she finished the book and was reading far better than other kids her age and older.
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I also loaned it to a friend whose child had fallen below grade level in reading in her 2nd grade public school class. Her mom tutored her with 100 Easy Lessons over one summer. When school started up again, the reading specialist sent home a note saying that she was amazed at the progress she saw, and that her daughter was now easily reading above her grade level.
Get a library card. Take the child on regular visits to your local library. Go to the children's section and let the child pick the book he wants to read. Once a week on a set date (Friday after school for example) is also a good way to get into a structured routine. It's alright if he is a bit too old for the book or has already read it. When he is a bit older, let him check out the book at the front desk, but always under your supervision.
We live in New Zealand & have 5 children, all home schooled right from the start. The oldest, our daughter, is now 14, & none of us can remember exactly when she went from 'learning to read' to reading. I do know that she used to make us laugh as she recognised all the big signs around the city: McDonalds, BP Petrol, etc when she was very little. Our next child, Mr 11, had dyspraxia when he was little, & has gone in the last 18 months from struggling patiently, to reading independently - because he wanted to. The other 3 are at the early stages & all are learning to read differently. Mr 9 used to just memorize, but now reads 'Green Eggs & Ham' to his 5 yo sister for fun. Mr 7 couldn't care less: he does only what he really wants to do. I'm happy that he likes to choose his own library books & have us read to him.
She was really into dinosaurs at the time, and could sound out their names, based on a variety of videos and books we watched. I didn't think too much of the fact that she knew all these dino names, since she was imitating what she saw and heard on videos. All of her dinosaur toys were named after the type of dino they were. This information, as any parent of a budding paleontologist will tell you, is often imprinted on the belly of the animal.
I have found a need to always test each child for a true readiness to learn reading. If they are not ready after a few lessons of testing, we come back and start again at a later date. No matter what, I have found the initial excitement wears off after several lessons and it is work to press through until they regain the excitement of really reading which does not take long when you consider it is only 100 lessons.
My son, who is 6, is definitely learning math just from life. He is constantly asking me what 7 plus 3 is, or more complicated stuff. Sometimes I can tell it's related to something he's doing, sometimes I have no idea what it's connected to. He gets annoyed sometimes if we try and "teach" him, like trying to get him to count it out on his fingers. He just wants the info. He often amazes me by figuring out math in his head. One thing I've noticed is when we're driving in the car he's always watching the counter on the CD player.
Develop phonemic awareness. One of the most important steps in teaching reading is associating a spoken sound with a letter or letter-pair. This process is known as phonemic awareness. There are 44 speech sounds created by the 26 letters in our alphabet, and each sound must be taught paired with its letter(s) counterpart. This includes the long and short sound produced by each individual letter, as well as the specialized sounds some combined letters make (like ‘ch’ and ‘sh’).
Others wrote about shared family games involving words, or about shared television viewing in which the onscreen guide and captions would be read for the benefit of nonreaders. Over time, the nonreaders needed ever less help; they began recognizing and reading more and more words themselves. The most often mentioned examples of shared participation are those of parents, or sometimes siblings, reading stories to nonreaders, often as part of the bedtime ritual. Nonreaders look on, at the words as well as the pictures, and sometimes read some of the words; or they memorize books that have been read to them repeatedly, and then later they pretend to read the books while actually attending to some of the words. Pretend reading gradually becomes real reading.
He says that parents can help kids read by taking advantage of situations where reading has some utility. “In our house, for a brief period of time, my youngest just thought it was hilarious fun when we’d ask her to clean her room but would do so by writing down on a slip of paper each task. ‘Put away all your toys.’ She would read the slip of paper, then go off and do it, and then come back for another slip of paper.” (UM, brilliant.)
Willingham recently wrote the New York Times op-ed “How to Get Your Mind to Read,” and it’s fascinating. In raising readers, it appears that we’re doing it wrong. Parents and teachers tend to think about the learning process in separate blocks. When kids are very young—around 4, 5 or 6—we teach them how to “decode” words. It isn’t until the fourth or fifth grade that we move onto comprehension. That’s too late, Willingham says. “Decoding and comprehension are not the same thing,” he tells me. “There are times when you can read content out loud but not understand what you’re reading.” In the later elementary school grades, as texts become much more complex, comprehension becomes much more difficult. And therefore, children struggle.
Twenty-one years ago two of my undergraduate students conducted a study of how students learn to read at the Sudbury Valley School, where students are free all day to do as they wish (look back at my essay on Sudbury Valley). They identified sixteen students who had learned how to read since enrolling in the school and had received no systematic reading instruction, and they interviewed the students, their parents, and school staff to try to figure out when, why, and how each of them learned to read. What they found defied every attempt at generalization. Students began their first real reading at a remarkably wide range of ages--from as young as age 4 to as old as age 14. Some students learned very quickly, going from apparently complete non-reading to fluent reading in a matter of weeks; others learned much more slowly. A few learned in a conscious manner, systematically working on phonics and asking for help along the way. Others just "picked it up." They realized, one day, that they could read, but they had no idea how they had learned to do so. There was no systematic relationship between the age at which students had first learned to read and their involvement with reading at the time of the interview. Some of the most voracious readers had learned early and others had learned late.
Basically, we are just repetitive and always say the letter sound with the letter. Please note I firmly believe that every child is different and NEVER push your kiddo into something they aren’t ready for. My younger son, who’s 2, is still working on his letters while big brother was reading at this age. I’d hate for anyone to read this and think that their child is behind. There is no such thing!
Beatrice told a similar story about her youngest daughter, who learned to read before age 5. "She learned to read from her desire to express herself through the written word. Starting from the time she could hold a pencil, be it writing a poem, a song, designing an ad, she needed me to tell her the spelling: ‘How do you spell beaver, how do you spell suggest?'"
Strengthen your child's comprehension skills by asking questions while reading. For younger children, encourage them to engage with the pictures (e.g. “Do you see the boat? What color is the cat?”). For older children, ask questions about what you've just read, like “Why do you think the little bird was afraid?” “When did Sophie realize she had special powers?”