I don’t agree with this 100%. There are a lot of great helpful tips and ideas listed here but my son learned how to spell AND write his name when he was 1.5, by age 2 he knew the whole alphabet by sight and sound, he’s almost 3 now and he has been taking an interest in reading. He asks his father and I (his mother), “What’s that say?” as he points to a word and after we tell him the word or even sometimes a sentence he’ll start spelling it out. This summer I am going to get serious about teaching him how to read and I do believe it is possible. Do I think he’ll be reading perfectly at a 1st grade level? Definitely not but even if he learns how to spell 5-10 words then he’s still learning how to read (he already knows how to spell 3 words) so technically my 2 year old is already starting to read.
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!
“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!
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.
If you have been raising your child in a literate environment and fostering a love of reading from an early age, by the age of three, you could start teaching your three-year-old preschooler to read. What's more, your child will be able to do so successfully. If you are teaching your child to read through a method based on phonics, she should be able to learn to spell and write at the same time. This is often a highly rewarding period for parents.
Sight words, also known as high-frequency words, are the most common words in our written language are are often difficult to decode phonetically because they don’t follow the rules of phonics. Because of this, they must be memorized. As I’ve shared with you before, I am not an advocate of rote memorization for optimal learning because I feel it only utilizes the lowest level of cognitive processes. However, sight words must be memorized in order for your child to become a fluent reader. There are a few popular lists of sight words that individual researchers have found beneficial, including the Dolche List and the Fry List. Don’t get overwhelmed when looking at this list…just start working on a few sight words at a time when you feel your child is ready.
From the building blocks of reading to classroom strategies to the Common Core — everything you need to know to help young and struggling readers succeed! Here you'll find proven ideas for the classroom, tips to share with parents, video of best practices, expert interviews, and the latest research — on print awareness, the sounds of speech, phonemic awareness, phonics, informal assessment, fluency, vocabulary, spelling, comprehension, and writing.
The strategy for learning sight words is, "See the word, say the word". Learning to identify and read sight words is essential for young children to become fluent readers. Most children will be able to learn a few sight words at the age of four (e.g. is, it, my, me, no, see, and we) and around 20 sight words by the end of their first year of school. You can teach sight words by playing with flashcards and using reading programs like Reading Eggs.
She might be too young to understand what's being read to her, but she makes profound connections that will last a lifetime: reading is love, reading is security, and reading feels good. To teach a child how to read, parents should remember these 3 simple mantras: 1) Start with the heart. 2) When you're out and about, sound it out and 3) Comprehension is the key that turns sounding out into reading.
It doesn’t have to be this way. No area of education has been as thoroughly studied, dissected, and discussed as the best way to teach students to read. Seminal research and longitudinal studies from the National Academy of Sciences and the National Institute of Child Health and Human Development, combined with MRI (magnetic resonance imaging) and computerized brain modeling from the nation’s top academic labs, provide a clear prescription for effective reading instruction. And yet that information is virtually unknown among teachers, parents, and those who serve on school boards.
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.
Hi, thank you very much! Reading your posts really enlightened me. You have advises that change my view on how to teach my son. Most of the times spent teaching my son reading made me impatient, my son saw me very frustrated which I felt he became frustrated as well. And I felt so sorry every after sessions we had. I was the one so pressured. Thank you for these words “concentrate on making reading fun and enjoyable for both of you” It really tells me that I am the one who lost strategies. Please pray for me as well… Thank you.
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.). :)
I'm so appreciative of the work you're doing, Peter! When we first started on our unschooling path, I wanted to start a Sudbury school where we live - it seemed so *ideal* to me, and just made sense. But I soon found I'd rather spend the energy I would have spent on starting a school, by being with my boys and creating our unschooling life. That's one thing Sudbury can't do - help form stronger connections in families. All of the research I put into Sudbury, though, helped me *so much* in our earlier unschooling days, helped me have faith in the process of learning.
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.
Wonderful article!! It's making the rounds on facebook. Lots of folks are supportive of the idea of kids learning to read on their own (though it's not really on their own, there's lots of support, resources and connection involved) when their kids are early readers, but begin to lose faith in the process when the kids are 8, 10, or 13. I've seen it again and again though in unschooling families: kids *will* learn to read when they're ready, whether that means ready at 3 or ready at 11.
If your child substitutes one word for another while reading, see if it makes sense. If your child uses the word "dog" instead of "pup," for example, the meaning is the same. Do not stop the reading to correct him. If your child uses a word that makes no sense (such as "road" for "read"), ask him to read the sentence again because you are not sure you understand what has just been read. Recognize your child's energy limits. Stop each session at or before the earliest signs of fatigue or frustration.
But in many schools, in all kinds of neighborhoods, there is a shockingly large chunk of kids — about one in three — who don’t master the skills they need to learn to read in a sophisticated way. Their road is a difficult one: although many will try to use their intelligence to cover the holes in their skill set, as the work gets harder and the reading grows more complex, these children will find they are unable to keep up.
I am fully confident she will learn to read when she learns to read, but as a parent, I sometimes wonder if I should be trying to speed up the process. I’ve followed the advice of friends and purchased BOB Books for beginning readers, and I often prompt her to sound words out. I can tell that she almost gets it, but I can also tell that I’m not much help. So when Daniel T. Willingham, a professor of psychology at the University of Virginia and the author of Raising Kids Who Read, told me that parents don’t need to worry about teaching young kids the mechanics of reading—and in fact, he warns against doing so—I felt free.
I'm an English teacher but at the secondary level, meaning when they come to me, they are already expected to know how to read. Because of this, I have no formal training in how to teach kids to read. I become painfully aware of how naive I was to the processes of reading when my daughter was at the age that she should be knowing her letters and stuff. Despite the fact that my husband and I are voracious readers, and that we read to our daughter daily, she had developed a loathing towards all things letters. When she was still mixing up her letters and sounds, and resistant towards all reading games at 5 years old, I began to worry. The summer before she was to start Kindergarten, I decided to take matters into my own hands. We were going to spend a summer learning to read, gosh darnnit! Or, at the very least, she would know each letter and the sound it made. So I scoured the internet for various books and programs to help me, as I, by then, understood fully I knew jack squat about how to teach a kid to read. And so I came across this book.
The general assumption in our culture is that children must be taught to read. Vast amounts of research go into trying to figure out the scientifically best way to do this. In the education stacks of any major university library you can find rows and rows of books and many journals devoted solely to the topic of how to teach reading. In education circles heated debates--dubbed "the reading wars"--have raged for decades between those who believe that most emphasis should be placed on teaching phonics and those who take what is called a "whole language" approach to reading instruction. Many controlled experiments have been conducted comparing one instruction method to another, with kindergartners and first graders as the guinea pigs. The phonics people say that their method has "won" in those experiments, and the whole language people say that the experiments were rigged.
@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.
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’).
Lest you leave this essay with the belief that I and the people who have contributed these stories have taught you something useful about how to "teach" or "help" your child to read, I assure you we have not. Every child is unique. Your child must tell you how you can help, or not help. I have no idea about that, nor does any so-called reading expert. My only advice is, don't push it; listen to your child; respond appropriately to your child's questions, but don't go overboard by telling your child more than he or she wants to know. If you do go overboard, your child will learn to stop asking you questions.
Wow! I've tried lots of things (6 or 7) to teach my kids to read and this is the only no-fail system. Yes, my kids hate this book after a month or so of it, but it doesn't make them hate reading. This is the only book they are successful at. Whenever I have them try to read the school reading assignments or Bob books or I see sam books, or reader rabbit, or starfall, they instantly stop progressing. Most of these other methods either introduce new information too quickly or discourage sounding o ...more
Beatrice wrote, of her daughter who learned to read at age 8: "I too am guilty of trying to ‘make her' read, when she turned 6, worried that the kids at school would be learning this skill and not wanting her to be left behind. After a couple of weeks of insisting she read and keep a journal with me spelling everything and she copying it all out, she told me flatly to ‘leave me alone,' that she would have no part in my scheme and would learn to read when she was ‘good and ready.'"