| In recent years, parents have heard a lot
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| | "I'm wondering how the little boy is
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| in the media about what is lacking in our
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| | going to figure this out."
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| school system, and how so many of today's
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| | You can also prompt children to ask
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| kids can't read. When I worked with upper
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| | thoughtful questions, by simply saying,
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| grade students as an elementary Reading
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| | "What are you wondering about?" Your
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| Specialist, the truth was almost all of
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| | child's question might lead to a good
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| my students could technically read. They
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| | discussion, or you might simply respond
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| had learned phonics and appeared to be
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| | with "Great question. Let's keep reading
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| readers. But what many of them didn't
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| | and maybe we'll find out."
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| have was an understanding of what they
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| | Visualizing
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| were reading. Instead of more phonics
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| | If you have ever laughed out loud when
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| instruction, these students needed to
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| | reading something to yourself, it's
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| learn how to think.
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| | probably because you had a clear picture
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| As reading becomes more complex many
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| | in your mind of the funny event you were
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| children begin to struggle simply because
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| | reading about. Good readers visualize
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| they focus too much on sounding out words
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| | (make pictures or images in their minds)
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| and they don't take the time to think
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| | when they are actively thinking about
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| about what they are reading. When this
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| | what they are reading.
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| happens, reading becomes something kids
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| | Visualizing personalizes reading and
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| feel they have to do rather than
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| | helps keep readers engaged in the story.
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| something they want to do.
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| | Visualizing requires young children to
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| The good news is, parents can teach their
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| | listen closely to the words of the story,
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| children how to think, even when they are
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| | because it is the words that help bring
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| young, and nurture a love of reading at
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| | the pictures to life. As children
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| home by moving beyond phonics, beyond the
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| | transition to longer texts there are
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| basics, beyond the ABCs.
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| | fewer pictures, or none at all, and they
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| How Parents Can Teach Children to Be
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| | must pay attention to the details to
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| Thoughtful Readers
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| | create an interesting image in their
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| Making Connections
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| | mind.
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| Have you ever been reading and thought,
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| | Parents can encourage children to
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| "That reminds me of........."? If so,
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| | visualize by saying, "I can really
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| then you were doing something that all
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| | picture that in my mind, can you?" or
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| good readers do! Good readers make
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| | "Close your eyes and listen while I read.
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| connections before, during and after
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| | Then tell me what you see in your mind."
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| reading to enhance their understanding of
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| | It is also helpful if parents use lots of
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| what they are reading.
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| | expression and interesting character
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| As parents, we need to encourage our
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| | voices when they read aloud. Doing this
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| children to make connections to help them
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| | helps bring the story to life.
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| discover how personal the reading
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| | Making Predictions
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| experience can be. Personal connections
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| | Before you ever open a book, you probably
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| can help children remember what they've
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| | have an idea of what it might be about
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| read and increase the likelihood that
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| | because of the title and picture on the
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| they will be more thoughtful readers down
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| | cover. And as you read the book, you
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| the road. But most of all children who
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| | probably think about what might happen
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| make connections when they read are more
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| | next. Making predictions is exactly what
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| likely to enjoy the reading experience
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| | good readers do when they are actively
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| and develop a lifetime reading habit.
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| | involved with a story.
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| To encourage your child to make
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| | A prediction is basically a guess, based
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| connections, try using some of the
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| | on previous knowledge and the clues given
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| following phrases when reading aloud to
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| | in the story. When a reader makes a
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| your child:
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| | prediction it means they are paying
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| · "That reminds me of...."
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| | attention to the details in the story and
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| · "That is just like ....."or prompt
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| | thinking beyond the words on the page. As
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| them with a question like...
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| | they continue to read, good readers will
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| · "Do you remember when we did
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| | confirm or dismiss old predictions and
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| that...."?
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| | make new ones, when appropriate.
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| · "Have you ever felt that way?"
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| | When reading aloud, parents and teachers
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| Asking Questions
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| | can encourage children to make
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| Young children are naturally curious.
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| | predictions by simply asking, "What do
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| They constantly ask us questions as they
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| | you think is going to happen next?"
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| try to make sense out of their world.
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| | Parents and teachers should also make
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| Good readers (young and old) also ask
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| | their own predictions when reading with
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| themselves questions before, during and
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| | children to demonstrate what good readers
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| after they read as they try to make sense
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| | do. Here are some helpful words & phrases
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| of what they are reading.
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| | you can use when making a prediction.
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| Being curious, asking questions and
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| | "I bet he's going to...."
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| wondering about things are the foundation
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| | "I think he might....."
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| to developing an inner desire to read and
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| | "He's probably going to ..."
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| learn. Our personal questions make us
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| | After making a prediction, try to explain
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| want to read and learn more so we can
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| | why you made that guess. This will help
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| figure things out.
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| | children learn that a good prediction
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| One way parents can encourage children to
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| | isn't a random guess, rather it's an
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| think and ask their own questions when
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| | educated guess based on logical thinking.
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| reading is to use the phrase, "I'm
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| | Remember, reading is much more than
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| wondering....." This phrase provides
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| | sounding out words; reading is thinking.
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| children with a model of what good
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| | When children learn how to think about
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| thinking sounds like and, over time,
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| | what they are reading, they are able to
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| children will eventually use this phrase
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| | be successful learners in school and
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| themselves. Here is an example of what an
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| | beyond!
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| adult might say during a read aloud:
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|
