Another thing I think is important to remember is to not get frustrated. When it comes to reading, things that seem “obvious” to you aren’t obvious at all to someone who’s learning to read, but when you forget that it can be easy to get frustrated because your child isn’t understanding that seems so obvious to you. Go into it knowing that you’re going to need to be patient! It will definitely give you a new level of appreciation for people who teach children as their profession.
There's an education adage that goes, 'What we teach children to love and desire will always outweigh what we make them learn.' The fact is that some children learn to read sooner than others, while some learn better than others. There is a difference. For the parent who thinks that sooner is better, who has an 18-month-old child barking at flash cards, my response is: sooner is not better. Are the dinner guests who arrive an hour early better guests than those who arrive on time? Of course not.
Around Lesson 8, something changed in my son. He caught on. A switch flipped in his little mind and he began putting the pieces together about slowly sounding out the letters without pausing...and noticing how he was suddenly READING A WORD! He was stunned. I was stunned. The method works, everyone. It is monotonous and repetitive, but it works. Sounding out the words without pauses between each letter is brilliant. The dot method used in this book is brilliant. He uses his fingers to move to each new dot and sound and it keeps his mind on track.
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.
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.
LANGUAGE! is for struggling learners in grades 3–12 who score below the 40th percentile on standardized tests. It is most often used by special education teachers. The curriculum uses a six-step format for each lesson. The first step is word-sound awareness. The second step is word recognition and spelling. Then comes vocabulary and then grammar. Listening and reading comprehension come next. Writing is the last step. There is also a version of this program that is specifically designed for English language learners.
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.
This is an amazing hub! I have a son whose just about to turn 3 and he's known all his letters since before he was 2 and he now knows all the sounds as well. I have been thinking it was time to try to teach him to read, but I wasn't sure how to get him to sound out words. With your approach he doesn't have to. Now I'll be making flash cards of those 100 words! He already reads books... but I'm almost positive its from memory not from recognizing the words.
Do not worry about grammar.. Preschoolers, kindergartners, and first graders are very concrete in the way they think and cannot handle complicated concepts. By age four, most English speaking children already have an excellent grasp of grammar and in due time, they will learn all the formal grammatical rules. At this point, you need to concentrate only on the mechanical skill of reading, that is learning to decode new words and incorporating them in memory to build fluency.
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.”
Several weeks ago (see post of January 6, 2010), I invited readers of this blog who are involved in unschooling or Sudbury model schooling to write to me with stories about learning to read without formal instruction. Eighteen people--most of whom identified themselves as parents of unschoolers--kindly shared their stories with me. Each story is unique. Just as my students found in their study at Sudbury Valley, there seems to be no pattern to how unschooled children today are learning to read.
From 24 – 36 months, your child needs to consolidate the basic learning that began in the previous year. She may be able to recite the alphabet, count to 10 and identify colors, shapes, animals and parts of the body. Popular favorites for this age group, for example, include Hand, Hand, Fingers, Thumb or The Nose Book and The Ear Book by Al Perkins.
You can offer them a prize for reading a chapter, read to them before bed until they want a taste of an independent read, and tell them how great reading is. If it's an age thing (ie. your child is eight months old and henceforth, can't even speak full sentences), give them time to adapt to it. Encourage it! Children find role models in parents, teachers, elders, and basically everyone. If you can't spark an interest, appoint someone else to encourage it.
Talking to my daughter telling her what we were doing. "I'm putting your pink dress on you. Here it goes over your head. Now, let's put on your socks. Here's your left foot. On goes the white sock." You'd be surprised how much kids appreciate it when you talk to them about their daily activities. Now, my daughter will often ask me, "What are we doing today, mommy?" and I tell her our plans for the day.
Teach vowel sounds. It is important to begin with the short vowel sounds (e.g. the “ah” sound as in “apple,” the “eh” sound as in “elephant,” the “ih” sound as in “igloo,” the short “o” sound as in “octopus,” and the “uh” sound as in “umbrella.” When children begin reading and come across a vowel where there is a long sound (e.g. the “u” sound in “universe”). A good way of explaining this is to say, “In this case, the vowel says its own name when it is pronounced.”
Children learn best when multiple senses or areas of development are included. That’s why hands-on learning produces longer retention and more meaningful application. Once your child has shown an interest in letters and you have already begun to utilize natural settings for identifying those letters, begin implementing activities that incorporate as many senses as possible. Keep in mind that learning letter names isn’t nearly as important as learning their sounds!
Robyn – At four, I would say that the important thing is not to specifically get her to colour or write, but to have general fine motor skills. Do open-ended crafty and arty things which are about having fun and experimenting, not producing a specific outcome like a coloured-in drawing or something that looks like a word. Look at pictures of different styles of art and talk about them with her, encouraging her to observe the detail, and have feelings and impressions about what she likes and doesn’t like. Encourage any fine motor activities that she likes, and don’t stress if writing or colouring is occasional. Writing probably feels very laborious to her if her other language skills are so good. Have you tried offering to help her write a story and just get her to help you with the occasional letter or word, so she feels like she is getting a story out that has the complexity she’s interested in without getting stuck on the work of manually getting down the first few words? I’d perhaps look at incorporating little moments of writing or drawing into daily life, rather than being a task in and of itself. So perhaps you could make labels for things together, or you could play a game of snakes and ladders but introduce a new rule that if she lands on a snake she can go down the snake or draw a snake or write an s (the choice is hers – I’d avoid making it something she has to do as well as going down the snake cause then it will seem like a punishment rather than an opportunity to escape a punishment). Look at ways to make games of it that make it a bit more exciting: eg. (“Let’s see how small we can write your name? Can we get it smaller?” Then take chalk or water and a paintbrush out to the footpath and say, “Now let’s see how BIG we can write your name?”) Decorate soaps, glasses, and t-shirts. Write in the sand at the beach or playground.
I love this! I am a preschool teacher who has been stressing a little! My 4.5 year old son has been challenging me… he is clearly showing signs that he is ready to read and I have no idea where to start! You have no idea how happy I am to have come across your blog about reading… the fact that its not memorize ABC’s, memorize sounds, etc but rather comes from a more natural learning has made me so happy! I have come across so many teachers that are no longer worried about letting children learn through their interests and it has turned into a very formal rote learning which makes me cringe. So YAY!!! Thank you thank you thank you! Tomorrow my son and I have a game planned where he is going to think of a word, which we will sound and and decide what letters are in it… and I will write out words that he will try and sound out to read! We are both very excited!
Have your child describe the story to you. After every reading session, have your child describe what the story was about to you. Try to get them to be detailed, but don’t expect an elaborate response. An easy and fun way to help encourage this is to use puppets who represent characters in the story, so your child can describe it to you through them.
When I was teaching my kids to read, I tried to find books with only short words, thinking that they would make it easier to learn reading. But I couldn’t find any such books. Could I write one? What about using words only 3-letters long? Yes. Then what about 2-letter words? That would be a challenge, but I listed the 2-letter words and made a story. I published it as a free ebook so that anyone may access it. I hope this book, along with material on this websites and from other sources, may help your child or student learn to read. Here it is: http://www.wegotobo.com
Around the age of 18 months I noticed my daughter had become smitten with the alphabet. She was always singing the ABC song and she only wanted me to read her alphabet books. By the age of two, (24 months) she could recite several sight words and started taking more of an interest in words and what they said.My daughter is now almost 3 years old (33 months) and she can read several easy reader books on her own.
Scaffolding. When reading to young children, parents should keep in mind the image of a scaffold—one piece placed on top of another to make something bigger and stronger. If the bottom of the scaffold is weak and wobbly, the entire thing will collapse. Little children have limited experiences so parents should build upon what they already know. Reading a book about butterflies to a child who has never seen a butterfly is largely meaningless. However, reading a book about butterflies to a youngster who spent the afternoon watching them fluttering around her garden is immensely powerful.
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.
my 3 1/2 year old hyper active daughter knows her alphabet and I am trying to teach her to real the two letter words “in, if, is, it , of , on “. However she does not seem to be able to differentiate between “if” and “it” or “of”. however I am not sure if she can’t differentiate or she is not interested. How to teach a child who CANNOT sit quietly.
I am very grateful to the people who took time to write their stories so thoughtfully and send them to me. I hope that many of you who have just read this essay will add to these stories with stories of your own, in the comments section below. It's high time that we created a real account of the many ways that unschooled children learn to read, an account to contrast with all those rows of books on teaching reading that exist in the education section of every university library.
Such step-like progressions in overt reading ability may occur at least partly because earlier, more covert stages of learning are not noticed by observers and may not even be noticed by the learners. Karen attributes the rapid onset of reading that she observed in her son to a sudden gain in confidence. She wrote: "Over this past summer, son A [now age 7] went from hiding his ability [to read at all] to reading chapter books. In a summer! Now, six months later, he feels confident enough in his reading ability that I regularly get up in the morning to find him reading aloud to his sister. He even offers to read to his father and me. This was unheard of a year ago when he hid his ability level from us in his embarrassment and lack of confidence. I'm so glad we didn't push him!"
Try the Bob books starting with the blue box 1. it will get her reading. my boys taught themselves to read with the bob books. They learned the letters from leap frog and sight words from learn the sight words DVDs then they just taught themselves to read using bob books. After the blue box we went to the sight words purple box. Then level 2 yellow box then level 3 red box. They cost about $10.00 each. Now they read level 1 books from the library and other series books. They get 1 piece of candy for each book they read so they come to me to read a book. Sometimes they will read 3 or 5 books in a day so they can have a piece of small candy for each.
Parents of infants and toddlers lay the foundation for reading success long before there's a need for systematic instruction. While some gung-ho moms and dads get seduced by products that claim to promote early reading, they should resist the temptation to buy them. Introducing formal instruction too early may actually backfire—making youngsters see reading as a task that wins parental favor, not as a pleasurable activity unto itself. Studies show that youngsters who receive early instruction are less likely to read for enjoyment when they get older.
Create daily opportunities to build your child's reading skills by creating a print‑rich environment at home. Seeing printed words (on posters, charts, books, labels etc.) enables children to see and apply connections between sounds and letter symbols. When you're out and about, point out letters on posters, billboards and signs. In time you can model sounding out the letters to make words. Focus on the first letter in words. Ask your child “What sound is that letter?” “What other word starts with that sound?” “What word rhymes with that word?”