Transcript Children and Parents Reading Together

Children and Parents
Reading Together
Why is reading important?
 “In early grades, success in schools is
virtually synonymous with success in reading.
In fact, research has shown that a child’s
reading level at the end of the third grade is
a more accurate predictor of school success
than any other variable – including family
income, educational attainment of parents,
ethnic or cultural identity, or home language
background.”
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

Carter, R.L. The Sustaining Effects. Study
of Compensatory and Elementary Education, “Educational Researcher, 13 (7), 4-13
ALL ABOUT READING
Making sense of print is what
reading is all about
Successful reading is finding a
happy balance between PHONICS
and EXPERIENCE. Bringing
experience to print is more
important than a knowledge of
phonics.
“SOUNDING OUT” is difficult for
beginning and discouraged readers. To
illustrate this read the following words:

vury
sctraugh
mould
sought
whoamb
phyue
dauss
ceokn
whir
pneocques

“I am working vury hard,” said the
robin. “I am looking for sctraugh to
build my nest. I shall use some
mould, too. I shall line it with
sought grass. This will make a nice
whoamb for my baby birds.” So she
made the nest in the old apple tree.
In a phyue dauss there were three
little eggs in the nest. Ceokn there
whir three baby robins. They
stretched their little pneocques
and cried, “Peep, peep, feed us!”
Strategies
 When a word is presented by itself with no
context, it could have a number of different
possibilities eg. Is sc pronounced as “sk” or
“s”?, is wh pronounced “w” or “h”?
 Your understanding of a subject makes it
easier to decode unfamiliar words
 Learning all the sounds and their combination
can be difficult. Too much focus on phonics
makes reading more difficult.
In order to understand words
we must understand the
world in which the words are
being used. This is
fundamental to reading. For
example:
The procedure is actually quite simple. First you
arrange things into different groups. One pile
may be sufficient depending on how much there
is to do. It is important not to overdo things.
That is, it is better to do too few things at one
time than too many. In the short run, this may
not seem important but complications can easily
arise. A mistake can be expensive as well. At
first, the whole procedure will seem
complicated. Soon, however, it will become just
another fact of life. After the procedure is
completed, one arranges the materials into
different groups again. Then they can be put
into their appropriate places.
CONSONANTS AND VOWELS
Consonants are more consistent than
vowels
Children have more difficulty isolating
vowel sounds than consonants
Vowels are often irregular and cause
most trouble when figuring out words
GOOD NEWS – children can
learn to read before they have
learned all of the vowel rules
and sounds
Look at the following 2 passages
taken from the Rainbow Goblins:
The Rainbow Goblins
The_ g_bl_ns c_ _ld h_rdly c_nt_ _n th_ _r
_xc_t_m_nt.
“S_ _n _ll th_ c_l_ _rs _f th_ R_ _nb_w w_ll
b_
_ _rs,” Y_ll_w gl_ _t_d.
W_’ll sn_tch _t _s _t r_s_s,” s_ _d Gr_ _n,
“wh_n th_ c_l_ _rs _r_ st_ll fr_sh _nd cr_
_my.”
Not too hard? Now try this one:
_e _o_ _i_ _ _ou_ _ _a_ _ _ _ _o_ _ai_ _
_ei_ e_ _i_e_e_ _. “_oo_ _ll _ _e
_o_o_ _ _ _f _ _e _ai_ _o_ _i_ _ _e
ou_ _,” _e_ _o_ _ _oa_e_.
The beginning of words
contain the most important
phonetic clues. Many times
you do not have to look at
the whole word because the
initial sound triggers a word.
Check for meaning, then
carry on.
YES, reading does involve blending
sounds together and sounding-out, but
the goal is to identify words using as
few letters as possible!
EFFECTIVE READERS are readers who
DEPEND VERY LITTLE ON
ANALYZING ALL PARTS OF A WORD,
INSTEAD USE CONSONANTS TO
MAKE SENSIBLE PREDICTIONS!
MAKING SENSE IS WHAT
READING IS ALL ABOUT!
READERS ARE NEVER DESCRIBED
AS BEING GOOD or POOR. It is
more constructive to describe
readers in terms of his/her stage
of development (ie. emergent,
beginning, intermediate, advanced)
Sounding out is difficult for
beginning and discouraged readers.
Successful reading is finding a happy
balance between PHONICS AND
EXPERIENCE. Bringing experience
to print is more important than a
knowledge of phonics.
Some Strategies for Figuring Out Words:
 Look at the beginning letter/s. What sound do you
hear?
 Look at the pictures. Do they help?
 Look for spelling patterns you recognize. Can you use
what you know to get the word? Word Families?
 Skip the word, read on to the end of the sentence,
and then come back to the word. How does what
you’ve read help you with the word?
 Look through the word to the end. What sound do
you hear at the beginning? In the middle? At the
end?
Some Strategies for Understanding Text:
Stop to think about what you’re reading.
What do you think is going to happen?
Why do you think this?
Think about what you already know
about the topic.
Reread the paragraph, chapter, or book.
Giving Students Feedback
 Focus on making sense and not on getting it just right!
 Spend time reading out loud together, in chorus (sometimes just
whispering the beginning sound softly is the only cue necessary)
 In the beginning, take turns reading pages, paragraphs or
sentences.
 Sometimes it is helpful to read aloud the entire book, page or
paragraph before the child reads it.
 When an error is made, it is wise to wait until the end of the
sentence before drawing attention to it. You might say “Did you
understand that?”
 If a child is struggling with a word you know he has heard
before, tell him to leave it out and finish the sentence. Re-read
the sentence aloud leaving out the word.
 To really build confidence say: “I will read a paragraph and I
want you to tell me what it means. Then we’ll read it together
and figure out all the words you don’t know. With a few
practices, you will probably be able to read it by yourself even
though it is pretty hard!”
The MOST IMPORTANT THING TO
REMEMBER:
Make the experience of
reading enjoyable !