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How much you read to your child is completely up to you and your family, but aim to read at least 3-4 books a day, even while your child is very young. Asking questions while reading to your child is not only great for encouraging your child to interact with the book, but it is also extremely effective in developing his ability to comprehend what he is reading. While your child is a baby, ask him questions such as, “Do you see the cat?” while pointing at the picture of the cat. Once your child is about 2 or 3-years of age, begin asking questions before, during, and after reading the book. Modifying each of these techniques during read-alouds to meet the developmental stage of your child is a great way to promote and increase reading comprehension! Even if your child is fascinated with books from an early age, her fascination will quickly dwindle if she does not see reading modeled in her home.
As parents, we can sometimes get wrapped up with what exactly our children should be doing to be successful. Before our boys were born, we painted and hung large wooden letters spelling their name above the cribs as a decorative accent in their rooms.
There are a plethora of ways to incorporate multiple domains of development in regards to letter recognition and early-reading skills. Once your child is around 5 and can recognize the difference between real and make-believe, I would suggest starting to help your child understand various genres of books during your reading time together. When children classify a book into a certain genre, they have to first summarize the book in their head and recall details. As children decode words with more frequency, they will become more proficient at automatically identifying that word. 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. In summary, here are some practical suggestions you can implement every day based on the strategies shared with you in this post and previous posts. Sorry I meant to PRE load the vocab to get the child familiar with the wording in the text. Well if you are teaching him nicely he will learn better, if he has some kind of disability it will be even harder. Hmmm…it sounds to me like maybe you need to look around at some other supplemental reading curriculum out there.
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When All About Reading released their Pre1 reading program, we began using it and are now working through the levels with our boys. As a mom {and the teacher}, I love the hands-on approach to teaching reading and the pre-planned lessons that walk you through the reading process with your child.
Even though our family uses {and recommends} All About Reading, there are some other fabulous bloggers who have put together some reading programs and guides for parents and I wanted to share them with you as well. Recently, Jenae from I Can Teach My Child has a book that she recently released called I Can Teach My Child to Read that is an ebook specifically for moms.


Those are just a few resources that I wanted to share with you all – do you have a book or resource that has been a help to you in teaching your children to read? Apologia Educational Ministries ~ producing resources to help homeschool families learn, live, and defend the Christian faith. Having said that, I’ve looked at All About Reading and think it looks like a great program for kids as well. Another thing I have found helpful is finding non-fiction books about bugs, trucks, dinosaurs, etc that my rising boy reader can practice reading with me.
We have used the book Teach Your Child to Read in 100 Easy Lessons, which is a phonics based program. But because most children don’t start actually “reading” until around 6 years old (which is upwards of the targeted age range for my blog), I didn’t want parents to feel pressured that their 3-year old needs to start reading (which, by the way, they don’t!).
As she gets a little older and can sit for longer stretches of time, make it a family goal to read together for at least 20-minutes each day. You see, if our main objective in “reading” is getting our child to “sound out” words, we have missed the boat entirely. This will not only develop his vocabulary, it will also encourage him to interact with the book that he is reading.
Show your child the cover of the book and ask him what he thinks it is going to be about (predicting). If you are not an avid reader yourself, make a conscious effort to let your children see you reading for at least a few minutes each day! T said, including the fact that your five-year old is already achieving many of the skills that we wouldn’t expect until first grade. But be sure to make a game out of it as this point so that it won’t turn your child off to learning these important concepts when their in kindergarten, first, and second grades. We’ve found that audio books, ebooks and apps can also be beneficial to building skills and fostering a love of reading. When you say that she is learning 20 new “vocabulary” words a day, do you mean that she is supposed to memorize these by sight? As a former first grade teacher, I am thrilled to see that the information you shared comes from experience. With our oldest two children we didn’t use a set program, although we did work on spelling rules {using All About Spelling} and that set a fabulous foundation for both of them. Different teaching methods were needed as well as a more hands-on approach than our girls had needed.
We’ve used all three levels that have been released and I really can’t say enough wonderful things about All About Reading. It is geared toward children ages 4-6 {Kindergarten age} and includes 18 units for you to use with your child. This ebook walks you through the basic fundamentals of teaching your child to read and you will walk away from the book with things you can do right away with your child – a great resource for $3.99! He tends to favor non-fiction books or really great stories more than just the little commercial early readers! However, the information shared below is general information that is beneficial for children of all ages, whether your child is ready to read or not. Not only is this a special bonding time for the two of you, it instills in her a love for books.
Even children who can decode words and “read” with great fluency still might not be able to comprehend what they are reading.


As he gets older, ask him to point to things in the book himself and make the noises of the animals he sees.
While reading, ask him what he thinks is going to happen or why he thinks a character made a particular choice (inferring).
What I mean is she knows all her letter names and sounds, knows how to sound out words, knows several dozen sight words, knows to read a book from front to back, top to bottom, left to right, etc.
If so, I think you might be better off spending at least a little bit more time teaching elements of phonemic awareness and phonics (to where she will have the skills to actually learn to decode a word and not just memorize it). If you’d like to learn more about the program, you can read my reviews on All About Reading here. You don’t need lots of extra supplies and can go back and review previous lessons easily. Enjoyment while reading is one of the single greatest predictors of reading success in school-age children.
If a child can’t comprehend what he is reading, there really is no point to reading at all! If a character is depicting a strong emotion, identify that emotion and ask your child if he has ever felt that way (connecting). Your child needs to look at the print, slide their finger under what they are reading, get their mouth ready and sound it out. 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. 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. If children don’t learn from an early age to enjoy reading, it will most likely hinder their ability sometime down the road. She likes 100 Easy Lessons but is not as willing to sit down for 20 minutes and do something like her brother was at the same age. Sons need to see their fathers read, especially since it is not something that young energetic boys are naturally prone to doing.
She can read a sepecific word, and then have to read it in a sentence on the next page and completely blanks. I would say that with ANY reading curriculum you use, you need a healthy balance that focuses on: reading comprehension, phonemic awareness, phonics, sight words, and vocabulary.
Sorry to bother you with my personal situation, but your post on reading caught me on a day that I’ve really been stressing over this.
You can use magnetic letter, dry erase markers on a table to to sound out main words in the story. The thing I try to remember is that one program won’t be perfect for every person or family and so it is really important to evaluate what your child needs, what you are looking for as the teacher and to go from there.
For example if you have an easy reader that uses the family -op, then work and teach words that are in the story like mop, top, etc.
Then when the child sees the word in print in the context of the story they should be able to recognize the family and use decoding skills to figure out the word. Sometimes they will read 3 or 5 books in a day so they can have a piece of small candy for each.



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