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.
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.
She is a very headstrong little girl and i struggle to keep her to that level where she isn’t being pushed but she is still doing some reading so that she doesn’t slip back over the Summer holidays….Help anyone who can help me show her how enjoyable it can be, … we have been taking trips to the library, weplay Roadsign games when out driving, whenever we go anywhere I encourage her to try and work the words out…even if it be the Push and Pull signs on the doors…
Reading Mastery is very systematic. It starts by teaching word sounds and what the corresponding letters and words look like. Next, kids learn to read passages. Then they build vocabulary while increasing their understanding of what they read. Students are grouped by reading level. Reading Mastery is often used by general and special education teachers as a complement to other programs. It may also be used on its own. Teachers tend to use one of two versions. Reading Mastery Classic is for grades K–3 and Reading Mastery Plus is taught in grades K–6.
Hi, I’m Spanish and I’m an English teacher in Spain. I’ve only spoken English to my son since he was 1 year old. He’s four now. I have a problem which I’ve realized is quite common. My wife doesn’t speak any English, so I speak Spanish with her, so Spanish is the language at home and in the street. What’s my problem? Before he started school last September he used to utter some sentences in English , but his use of English has been reduced since then. I googled my situation and other people’s children go through the same problem. Some suggested initiation to reading and that’s what I’m tring. Any other suggestions which may be useful. My kid is able to understand ABSOLUTELY EVERYTHING I say and cartoons in English, but I would like him to speak it more often to me. Any suggestions are welcome. I have bought a game called Zingo to work on sight words.
Teach your child the alphabet. When your child has developed word awareness, begin breaking down words into individual letters. Although the alphabet song is the most classic means of teaching the alphabet, try getting creative. Explain each of the letters with their name, but don’t worry about trying to incorporate the sounds the letters make yet.
I checked through his school books again and found yet again that the school had not progressed his reading book in the 3 months prior (they hadn't changed it at all or made any comments on the messages I had left in the book), so I double checked what age he actually was in reading ability. The school still had him on Year 1 books which he couldn't read. So I stopped trying to 'teach' him to read. 9 months later he read out a leaflet that had been put on the windscreen of the car, with no coaxing from me at all.
Be consistent. This is pretty self-explanatory. And I know I told you how important it is to be consistent in my post about helping your kids in school… but, don’t use this as an excuse to stop doing it simply because you are struggling with being consistent about it. Every little bit helps! If you can’t be consistent on a daily basis, do what you can when you can and forgive yourself for the rest. This is also not a pass to excuse yourself from making time for these kinds of things. You get the point!
“Phonics” includes learning how to spell those sounds and the various rules that the English language follows. Phonics is an important components of reading/spelling, but it should never be the main focus. Again, we are looking to balance our literacy “program” with reading comprehension as the end result. Learning the rules of phonics is simply a tool that helps a child learn to decode and spell. I used the Pathways To Reading program in the classroom as my phonemic awareness and phonics program and loved it! It made learning all of the tricky spellings so much fun, but I wouldn’t recommend it until your child is in kindergarten or first grade.
The key thing to holding your nerve here (and therefore helping your child hold theirs, too) is remembering that no two children learn to read at the same speed and pace. Some zoom off from (literally) the word go and then slow down; some plod along gradually; some stutter at first and then speed up – with all sorts of variations in between. And, whatever Smug Mum of Speedy-From-The-Off Reader may imply, there's no great connection between speed of learning to read and speed of brain cells in general.
In some schools, balanced literacy means that preK teachers work on letters and letter sounds. Kindergarten, first, and second grade teachers deliver an orderly progression of explicit phonics lessons and, as the children become competent and confident readers, push them to discover the best that literature and nonfiction have to offer while doggedly building up their comprehension through weekly word study, spelling tests, and story analysis.
I love this post! As a former first grade teacher, I am thrilled to see that the information you shared comes from experience. ;o) I feel exactly the same way you do on all points. One thing I realized when teaching my first graders is that parents would often push their children to read more challenging books, but never allowed for their child’s comprehension to grow with their reading skills. I also think that a huge developmental challenge for these little guys is confidence. My little 6 year olds struggled with confidence and so it was always hard to explain to the parents that they might be reading what seems to be “easy” books, but they can’t grow as a reader until they have the confidence to take chances and move forward. Great post! Thanks for sharing ;o) Consider it Pinned ;o) lol
Set small goals. This is the one time you shouldn’t focus so much on the bigger picture. It can be daunting and discouraging. It also might encourage you to breeze past foundational principles and push them past reasonable expectations. So, forget the “bigger picture” and focus on small victories instead. Remember we should be more concerned with improvement than achievement.
I didn't make him repeat stuff as much as the book said, unless he was having trouble with a particular word. I let him set the learning pace so that he didn't get bored or overly frustrated. Only made it to lesson 70-something where the lessons start to repeat but without the special writing to help you pronounce the words. But he is reading books himself no ...more
“Grandma Sherbert” this is what I do too! I keep sidewalk chalk in full supply. They can trace, and trace over your letters. They can play ABC hopscotch, while we sing the alphabet. I have 2 kids, one is 4 and the other 5 (and tend to be close in learning capabiliites i.e. learning toghether, helping each other). The outside elements can be used as learning support. Start taking it one step further, and find the ta-ta-tree that starts with T and ta-ta-teeth starts with t too, well so does the number two! Why push them, as a PSYCHOLOGY MAJOR, the only issues pushing a child will create, (such as the 4 year old reading at 4th grade level shame-shame-mommy) the child will develop anxiety issues, confidence issues, relational issues, and the harder the pusher the more you will see Obsessive compulsive disorder, and did I say multiple anxiety realted issues, perfectionist issues, acute shyness can occur as well. All things, that later on, your child-teen-or-adult will be sitting in my office over. CONFUSION over what is normal, what normal even is, and why no matter what you try you cannot acheive that feeling of just being plain ole’ normal, due to the over-expectations your mother had. You then have them for yourself, and suffer miserably!
As children decode words with more frequency, they will become more proficient at automatically identifying that word. Sometimes this task is tedious, though, so it’s important to find creative ways to make it fun. When I taught first grade, I used to buy little finger puppets that my students could use to point to the letters as they were decoding. This was a huge hit and made this process so much fun!
And Kate, a homeschooling mom in the UK, wrote, concerning her attempts to teach reading to her son: "By age 9 he was resistant to any English and reading became a regular battle. He resisted it and found it boring and he was distracted, so finally I got over my own schooly head and tried a new policy of letting go. I said that I would never make him read again or even suggest it.... Over the next month he quietly went to his room ... and taught himself to read.... I had spent four years teaching him the basics [when he wasn't interested], but am now sure that he could have learnt that in a few weeks."
Yes, it certainly is a balance! No greater emphasis should be put on one area over the others (with the exception of reading comprehension). Sight words are typically extremely beneficial for early readers who get frustrated when words don’t follow the “rules”. This is the only area of reading where I feel like memorization is beneficial, in context with all the other reading strategies, of course.
On one point I disagree with you, and that is your implication that once a child can read on hir own, then henceforth it is clear sailing on the sea of learning all that the public and school libraries hold in their collections. Actually, learning how to read in the beginner sense is just a step on the way to learning how to read in the scholar sense. One guide for that is HOW TO READ A BOOK by Mortimer Adler. Doubtless you can find it at your public library, and Google finds free pdf copies online as well as bound copies for sale in both the original and revised editions and articles about the book, plus an online video of a TV series Adler did on the book long ago.
Education has always been extremely important to me. When I was a child I used to always say I wanted to be a teacher when asked what I wanted to be when I grew up. Well, when I finally "grew up" I changed my mind and decided on the computer field instead. Perhaps some day I'll be a college professor and finally have the opportunity to fulfill my dreams of teaching. For now, I'll settle as being my children's first teacher.
I just found your post! Thank you for the info! I was looking because my daughters teachers wanted to keep her back in Kindergarten because she is not reading yet, and they wanted us to “do a lot of catch up work to get ready for 1st grade”. She turned 6 at the end of January. You say that they are not expected to be reading until mid-1st grade so why are our teachers so persistent that she should already be reading? (They kept my son back for the same reason, I was even lied to by the Special Education Class Teacher on what type of books, how many words, length of the books they should be reading in first grade to help me make up my mind.) She loves to be read to, she is also the youngest and the older 2 have always done everything for her (ie talk, answer, cleaned up, carried her, etc), even when I tell them not too. I think this is why she won’t read for herself.
Yet, if reading comes easily to them, they will become readers; and this is the primary idea behind teaching your child to read a book in 30 days. It is important to build your child’s confidence and you do this by getting them to read a book (and doing it quickly). Once your child has managed to read one book, not only will their reading ability go through the roof, but soon they will have confidence in their reading and will want to read more and more.