| Pre-school reading and kindergarten | | | | skills but encourage them to pick up a |
| curriculums in most public schools | | | | crayon or large pencil and try to |
| | | | |
| teach the alphabet and its corresponding | | | | trace the letters.5. Start reading to your |
| sounds. However, today more | | | | children as soon as they can focus their eyes |
| | | | on |
| and more school districts are assessing | | | | |
| children's letter name and | | | | the book. Read simple board books every day. |
| | | | Introducing the concept |
| corresponding sound knowledge prior to | | | | |
| enrollment. Why? Because | | | | of reading early on sends the message that |
| | | | reading is an important skill. |
| most children come to school with this | | | | |
| knowledge. Many children's | | | | You are also introducing and re-enforcing |
| | | | classroom behaviors such as |
| television programs teach this content and | | | | |
| many parents take it upon | | | | sitting quietly and listening.6. Read your |
| | | | children's favorite books over and over. |
| themselves to teach their children these | | | | Start pointing to |
| concepts as well.Ironically, even though | | | | |
| public school curriculums teach these | | | | the words. The muscles in children's eyes |
| concepts, | | | | are not fully developed until |
| | | | |
| schools consider children who have not | | | | they are about ten or eleven years old. When |
| mastered these concepts | | | | you point to the words, you |
| | | | |
| to be behind their peers. Therefore, parents | | | | are helping them track along. That is, |
| should consider applying | | | | keeping their place on the page. |
| | | | |
| the following strategies to help their young | | | | Also, they hear the word, see the word, then |
| children get ready to read:1. Buy a set of | | | | eventually recognize the |
| alphabet letters cards. Put them at the | | | | |
| children's eye | | | | word. Thus, they develop some sight word |
| | | | capability.7. Put books in your car. While |
| level, on the wall, where your children can | | | | you drive, let your children entertain |
| easily see them everyday. | | | | |
| | | | themselves turning the pages and looking at |
| Review the letter names, in groups of seven, | | | | the pictures. Change your |
| daily. Say the letter name | | | | |
| | | | selection of books regularly.8. Write notes |
| and letter sound of each card. IMPORTANT! A | | | | to family members and young children who are |
| letter sound is a small, | | | | not yet |
| | | | |
| short sound. Don't add vowel sounds after | | | | reading. They will feel included and be |
| consonants. "C" sound like | | | | motivated to learn to read so |
| | | | |
| "k" not CAA. It's not Ca ba da! It's "c" "b" | | | | they can participate (of course read the |
| "d". When your child masters a | | | | notes to them until they learn to |
| | | | |
| set of seven, go onto another set of seven. | | | | read).9. Take your children to the library. |
| If you're unsure about | | | | Let them pick out books they want |
| | | | |
| teaching your children letter-sounds, DON'T! | | | | you to read to them. Also, choose books you |
| Leave it to the classroom | | | | will enjoy reading aloud to |
| | | | |
| teacher.2. Buy a set of magnetic alphabet | | | | them.10. Buy your children books for |
| letters and put them on the | | | | presents. Wrap them up in bright paper. |
| | | | |
| refrigerator. Let your children play with | | | | After they rip the paper off, read the books |
| them. Some children are tactile | | | | to them.Children who make the connection |
| | | | early on that the sounds and words |
| learners. That is, touching the letter shape | | | | |
| helps them process and learn | | | | we make with our mouth can be converted to |
| | | | written letters or words |
| the letter's name.3. Write your children's | | | | |
| names in block and stick letters (manucript) | | | | have a much easier time learning to read. By |
| | | | teaching your children the |
| clearly and uniformly. And put this on their | | | | |
| bedroom doors. NO | | | | alphabet, reading to them and creating a |
| | | | rich, literate home |
| CURSIVE! Remember, your children are | | | | |
| learning a code. Think of it this | | | | environment, you are sending the message |
| | | | that reading is an important |
| way - if you were learning and new language | | | | |
| that had a different written | | | | skill. One they will be eager to learn.Carol |
| | | | Boles has a master's degree in Special |
| alphabet (such as Chinese), in order for you | | | | Reading and an |
| to learn this new code/ | | | | |
| | | | Educational Specialist degree in Curriculum |
| symbol, the symbols would need to be exactly | | | | and Instruction. She has |
| the same every time in | | | | |
| | | | over ten years experience teaching K-12 |
| order for you to recognize them and memorize | | | | reading in public schools. She |
| them.4. Help your children write their names | | | | |
| in other ways. Write their names | | | | now manages her own business and is a member |
| | | | of The Lieurance |
| for them, then let them trace over this. | | | | |
| Small children have limited motor | | | | Group, a freelance writers cooperative. |
| | | | |