THE GOOD READER

Teaching Reading From Birth On
JESSIE WISE

I. THE STORY

II. HOW A CHILD LEARNS TO READ
A. He hears speech sounds.
B. He learns the letters that represent these speech sounds.
C. He learns that these letters, when joined together, make real words.
D. He learns that words are combined to form sentences.

III. PRE-READING INSTRUCTION AND ACTIVITIES

A. Have him frequently hear adult spoken language
1. Talk and sing
2. Repeat same words, phrases, rhymes, songs, stories

B. Read aloud to the child
1. When you read aloud, often running your finger under words, you show the child that
a. we read books right-side-up
b. we read printed words, not just pictures
c. we turn pages right to left as we go through a book
d. we read sentences from left to right
2. Reading aloud
a. develops advanced vocabulary
b. develops ability to use words in meaningful context
c. develops love of reading
3. Supplement reading aloud by using books on tape

C. Teach him to recognize alphabet letters
1. Learn alphabet song
2. Learn to say alphabet in order
3. Learn to put alphabet letters in order
4. Learn to match upper- and lower-case letters

Resources:

The “Lauri”A-Z lowercase puzzle learningforallages.com.
Item Number LR2306 A-Z ; $8.50.

Upper-case/lowercase matching puzzle letters
abcstuff.com
Search for “26 Alphabet UC & LC puzzles”

Black and white manuscript chart with both upper- and lower-case letters teachersparadise.com
Search for “Manuscript Alphabet Chart”
Item Number FS-2398 and is $1.95.

D. Teach him the sounds these letters represent
1. Run your finger under print as you read
2. Point out and read print on products and signs
3. Teach the names and short sounds of vowels
a as in “apple”
e as in “egg”
i as in “igloo”
o as in “octopus”
u as in “umbrella”
4. Do exaggerated mirror play
5. Play letter-sound games




E. Formal Phonics Instruction for Fours, Fives, & Some Threes

1. Limit TV and videos

2. Teach systematic phonics

3. Start with 10 minutes a day gradually extend to 30 minutes

4. Train attention span

5. Don’t panic about reversals

-cover & uncover word letter-sound by letter sound

-“b”-“d” and “p”-“q” trick



IV.TEACHING READING, WRITING, AND SPELLING

A. Teach just reading when beginning phonics instruction.

B. Do not tie reading instruction to the ability of the child to write and spell. This method hinders reading progress in many children.


V. REMEDIAL READING WITH AN OLDER CHILD

A. Begin NOW.

B. Faulty methods of teaching reading can cause some children to be misdiagnosed with a disability later on.

C. The fourth-grade slump is common.

D. Begin at the beginning of a systematic phonics program.

E. Listen to child read aloud.

F. Watch the child’s eye movements when he is reading.

G. Children may be called “disabled” when the only special education they need is to be taught a successful method of learning how to read.

H. Even true dyslexics need to be taught phonics.

I. Read TO the child while he is learning a new way to read.

J. Don’t be discouraged at the length of time it will take. This is a skill for life.


VI. GENERAL SUGGESTIONS FOR THE PHONICS LESSON
A. Be patient

B. Be frequent

C. Be consistent

D. Review, review, review

E. Don’t be hasty to assume speech therapy is necessary.

F. Know that reversals are not necessarily a sign of dyslexia.

G. Train the child’s eyes to move left to right when reading words and sentences.

1. Cover the word; uncover it as it is sounded out.

2. Allow the child to use his finger to keep his place.

3. As necessary, allow child to use plain piece of folded paper under line to keep on the correct line. Move down page line-by-line as he reads.


VII. MANAGING THE READING SESSION
A. Be Consistent

B. Minimize distractions

C. Be aware of low blood sugar and thirst

D. Expect hills and plateaus Train attention span

E. Do some form of reading each day

F. Gently prod child to exert mental effort

G. Do not allow bad attitudes

H. Be sensitive to level of child’s frustration



VIII. ORAL READING AND FLUENCY

A. Instructor models fluency.

B. Student reads same passage four times as instructor offers guidance.

C. Engage in other activities.
1. Student may read aloud along with a taped book.
2. Student and instructor may read some passages in unison .

IX. COMPREHENSION

A. Teach phonics first; teach comprehension later.

B. Talk to child first about the meanings of new words.

C. Ask comprehension questions to beginning readers about material you read TO him.

D. Use narration (student’s retelling in his own words) to practice comprehension.

E. Evaluate comprehension at the optimum time—when he can read the passage independently.


X. ENCOURAGING A CHILD TO READ

A. Engage child in 3 different levels of reading:
1. Below Level (Easy)
a. Increases enjoyment of reading because he is not struggling
b. Increases speed
c. Increases confidence
d. Builds vocabulary
2. On Level
3. Instructional Level


B. Encourage child to develop a habit of reading for fun
1. Visit the library often.

2. Read to the child—lots.

3. Read a portion of interesting book; then give book to child to finish.

4. At some period of the day (afternoon rest time or bedtime), make reading the only activity allowed.

5. Severely limit TV and videos.

6. Encourage selection of different kinds of books:

a. Science
b. History
c. Art or Music Appreciation
d. Practical (craft, hobby, “how-to”)
e. Biography/Autobiography
f. Classic Novel (or adaptation suited to age)
g. Imaginative Storybook
h. Poetry
i. Religious Book