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Teaching Your Child to Read Well

One of the true joys and responsibilities of parenthood is teaching your child to read. But wait… isn’t that the teacher’s job? Of course it is, but the best approach is always an effective and complementary home-school partnership. As a parent of three boys, an MA Reading Specialist, and an author of numerous reading textbooks, I have a few practical tips to help you teach your child to read and read well. And the tips work equally well with four-year-old and fourteen-year-old readers.

Developing a Literate Home Environment

Plenty of research studies demonstrate a positive correlation between skilled readers and their literate home environments. Having books and other print media visible and readily accessible in the home fosters a certain reading atmosphere. Discussing books while driving to school or waiting in the doctor’s office builds comprehension and vocabulary. Modeling reading in the home shows the value you place on literacy. Reading a newspaper after dinner, rather than watching a re-run of The Big Bang Theory, says something to your child.

Reading to Your Child

Reading to your child, regardless of age or reading level, certainly makes a difference. Reading out loud helps model expression and attention to punctuation. Reading out loud also provides an opportunity to model “talking to the text.” Practicing reading as a reader-author dialogue will help your child understand and retain textual information far better than readers who simply passively read the printed words.

Try modeling my SCRIP Comprehension Strategies to teach this interactive reading: Summarize means to put together the main ideas and important details of a reading into a short-version of what the author has said. Connect means to notice the relationship between one part of the text with another part of the text. Re-think means to re-read the text when you are confused or have lost the author’s train of thought. Interpret means to focus on what the author means. Frequently authors suggest what they mean and require readers to draw their own conclusions. Predict means to make an educated guess about what will happen or be said next in the text. Good readers check their predictions with what actually happens or is said next.

Getting Your Child to Read on Their Own

Although watching and listening to an expert about how to use a tool has some value, learning to use that tool on our own is the goal. Teaching your child to be an effective independent reader requires consistent and sufficient practice, but also a bit of teaching know-how.

First, let’s address the reluctant reader problem. Waiting for your child to want to read will produce a long wait for many parents. Although you would love your child to be avid reader, few children fit into that category. None of my three boys liked to read, but all did. They were required to read throughout the year (summers and vacations too), sometimes by their teachers and sometimes by me for thirty minutes reading, five days per week. Over the years all three boys read an amazing amount of books. Sometimes we permitted comic books, magazines, and newspapers, but mostly books. And our boys read both expository and narrative texts. We did offer some free choice, but not always, and independent reading requirement continued until they got their drivers’ licenses. All three boys are now avid readers as adults.

Next, let’s discuss how to select books for independent reading. As I mentioned, we did offer some free choice, but within certain parameters. Knowing that independent reading is the most efficient means of vocabulary acquisition, I suggest that parents should strive to help their children select books at close to the 5% unknown word level. In other words, a child should know and be able to define or explain the meaning of most all, but not all words on a given page. The 5% unknown word recognition level provides enough unknown vocabulary words to enable reader acquisition through context clues, but not too many unknown words to interfere with comprehension. Some dictionary use makes sense, but a readily parent can help with essential words as well.

Lastly, let’s get real. Without accountability your child will not read or will not read well. Teaching your child to read at home does require some monitoring. A daily discussion of the reading during dinner or on the way to the soccer game, using the SCRIP Comprehension Strategies as discussion prompts, will ensure careful reading and promote comprehension development as well. And what better way to keep the lines of communication open with your child than to discuss the world of ideas within the pages of a book? Teaching reading to your child may be an important parental responsibility, but it is also a true joy that will turn your child into a lifelong reader.

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies. Designed to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, is adaptable to various instructional settings, and is simple to use—a perfect choice for Response to Intervention tiered instructional levels. Get multiple choice diagnostic reading assessments , formative assessments, blending and syllabication activitiesphonemic awareness, and phonics workshops, comprehension worksheets, spelling pattern worksheets, multi-level fluency passages recorded at three different reading speeds and accessed on YouTube, 586 game cards, posters, activities, and games. Also get the accompanying Sam and Friends Phonics Books. These eight-page decodable take-home books include sight words, word fluency practice, and phonics instruction aligned to the instructional sequence found in Teaching Reading Strategies.

 

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