Wednesday, February 6, 2013

Ready, set, read - part 4

  So when does sounding out come into play in the reading process?  This is part of engaging children in language.  In the context of singing, reading, talking and rhyming, call your children's attention to the sounds that common letters make.  For example if there is a snake illustration you can most certainly point out that the "s" makes a  "sssss" sound.  Do it incidentally and not  as a teaching moment.  Learning the complete word is far more important than trying to teach kids the sounds of individual letters.  Knowing the names of the letter sometimes can get in the way of learning how to sound out words.  

   Children should master a few other basic concepts before kindergarten, such as knowing the front of the book from the back, where on the page to start reading, what to do when you come to the end of a line and when something doesn't make logical sense. (for example, reading "the chair sat on the teddy").  These are all tools that will help your child decode words and sentences much easier.

  If your child doesn't want to read and pushes the book away, follow her lead.  Any pressure could turn her off of reading altogether.  Find a book about a favourite toy or event and read it to her in an engaging exciting way, even if, at first you are only just looking at the pictures.

   Problems with development (whether it's hearing, auditory process, vision or learning disabilities ) can sometimes interfere with a child's interest in reading.  Investigate these concerns as soon as you can.

  And if your child claims to know how to read before she actually does - for example, she makes up book titles etc.,  take heart.  It means she wants to learn and someday she just might be writing about it.

 Read on and read always.

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