Yes! I was a mother before training to be a teacher. I know what it is like at the end of the working day to have children reading to me when I just want to flop. And if the child has a book he or she cannot read fluently, the frustration sends your ears popping, especially if you feel you are not able to remedy the situation, except through enticements, “Hurry up and finish reading that page and I will give you a treat.”
Studies have found that parents who are taught specific strategies to use with their children were twice as effective as those who listened to their children read, unaware of strategies.
Somehow being able to tell your child a strategy also helps the feeling of annoyance.
Studies have found that fewer children are reading for pleasure; they feel that reading is task oriented rather than relaxing and enjoyable. We want reading to be a life-long pursuit.
Some children may be reluctant readers and ultimately, your relationship is more important than any book or reading session.
But let’s turn all this around.
Firstly think of children’s reading time as a time when you forge close relationships. Set your mind (like an alarm clock), 3.30pm (as an example), is my time with my child. You have something in common... this book to read. Have in your mind that when a child and you are together you stop (even if hubby is calling, “Where’s me dinner?”) for 10-15 minutes, each day or evening, 5 times a week. Establish this daily routine. And by the way, dad as well as mum, captures this time with his child.
Let your child (even in their first year at school) choose his or her own book from the classroom basket; they look at the pictures on the cover and you tell the title. Children always hold their own books as they read (I often take the book in my hand, and after a while remember to hand it to the child!)
Some levelled books begin at the ‘just right’ level for the child but then further pages may be at a more complex level.
Always show a great interest in the book your child has chosen. Begin the reading time by browsing through the book, discuss the title and illustrations, characters and places (you tell character and place names) and as you do this you may spy unfamiliar words which you bring to your child’s attention. If you can relate the story line to other experiences the child may have had, that is great ... “Do you know what this is like...?”
Let your child read. Now this does have to be ‘alone’ reading - paired reading or “You read a page and I will read a page” also happens.
Stay calm when your child makes mistakes or forgets a word. Give them a few minutes to solve the problem but then TELL and after the reading show one strategy that child could have used. If the occasion is suitable you can forward a strategy to your child during the reading (at the end of the page or paragraph). Don’t confuse them by giving multiple strategies. Some important strategies to pass on to your child are:
You know the story so what do you think that word could be?
What does the word begin with?
Can you see a small word?
Can you see double letters?
What does the word end with?
Read again that sentence to help you read that word
Think about the story as you read
Listen to yourself read
After the first reading, your child re reads the story.
Reading is about making meaning as a child reads. Often you can tell meaning is being made when they read smoothly, without help and especially when they make an error and they self-correct it. Also children’s reactions to the story, “That was SOOO funny...” lets you know that the child is thinking as he or she is reading.
After reading let your child talk about the story. If the book hasn’t got much going for it, you ask questions within a chatty atmosphere (as you do when you read stories to your child), “What part did you like best?” “How did the story begin?” What was the problem” How did the character solve the problem?” “How did the story end?” “Fancy that happening”, “What would you have done if you experienced that?” “What was that information about?”
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Often teachers have parents alerting them to their child’s reading being too easy. Do not worry whether book is at the right reading level or that comics are less appropriate than books, or chapter books are better than small books or picture books. What is important is your child enjoying reading. Teachers have an assessment tool called Running Records/Comprehension questions that shows whether your child is reading fluently and understands the content and this will keep children close to their ‘just right’ level.
Vocabulary has a big impact on reading. The more words a child reads automatically the more fluent and expressive is their reading; comprehension is not interrupted by a child trying to decode a word.
Some hints that allow children’s yearning to read to develop:
· Encourage talk before and after reading; predicting what the story may be about, retelling the story or information, a little bit of play acting or story extensions...”What do you think will happen when the hen finds out that she is alone?”
· Let your child talk about their good experiences of ‘reading and understanding’ that happened at school, a film they have just viewed, the newspaper item grandpa tells and so on.
· For early readers interpreting a story through pictures is an important step to independent reading and understanding.
· During the holidays visit the local library. Libraries have story-telling and children borrow their own books. Make sure that you do not take ownership of your child’s choices.
· Not all books are read cover to cover – lot of books appeal because of photographs or illustrations. Parts of factual books maybe read, while other parts are looked at.
· Lots of other reading besides books can be done – internet and computer games, reading signs, magazines, newspapers. You can be peeling the potatoes and listening to your child reading, “Does that make sense?” Try and not supply the word, instead make suggestions, “Go back to the beginning of the sentence and reread it”. “Look at the pictures”.
· Don’t give up reading to your child, no matter their age. Reading aloud stories at home introduces unique language opportunities; learning new language (often words that are not in day-by-day interactions), sentence structures, ideas that broaden children’s horizons. Reading aloud supports the development of your child’s independent reading.
· Make books visible at home where a child chooses a book for you to read aloud, or for the child to read independently.
Wanting to read is essential. Forced to read dulls the desire.
