READ… Make a Difference
Research has shown that as a parent, YOU have a major impact on the reading development of your child. You can help make a difference, and it’s easier than you might think!
Involved?
Paired reading allows parents to model reading and praise their child’s correct reading.
Steps
Child chooses book.
Child and parent talk about the book before reading it.
Child and parent read the book aloud together at the child’s pace.
Any time during reading, the child may signal the parent. This signal means the child is ready to begin reading aloud by himself.
Parent praises child for signaling, then listens silently.
Child reads alone aloud.
Parent praises child for: correct reading of hard words; increasing the length of time reading alone; any errors the child corrects himself.
For any errors the child makes or any pauses over five seconds, the parent follows the correction procedure.
Student reading achievement often improves.
Parent/child interactions become more positive.
Child’s confidence and self-esteem often improves.
Skills learned at school can be reinforced.
Reading is seen as valuable and enjoyable.
Reading Benefits to
Your Child
What are the Benefits for your child? Reading improves:
Vocabulary
Word recognition
Print awareness
Decoding strategies
Comprehension
Interest in books and reading
General knowledgee
Self-esteem and confidence
Shared Book Experience
Present the Story:
* Have your child select a book.
* Discuss with your child the cover of the book, the author, illustrator,
publisher, place and date of publication.
Read the story again and again:
* Make sure your child is sitting close enough to see the words in the
story.
* Point to the words as they are being read.
* If possible, read the book as often as your child wishes.
Use Multisensory Activities:
* Plan art activities that go with the story.
* Act out the story.
* Sing a song made up from words from the story.
* Cook something related to what was read.
* Let your child listen to taped versions.
Expand the Experience:
* Keep a copy of the book for your child.
* Tape your child reading the book.
Begin Writing:
* Have your child dictate to you while you write.
* Have your child "read" what he said.
* Point out certain things, such as a special letter or punctuation mark.
* Date and keep all writings.
Brown, M., Weinberg. S. & Cromer, P., (1986). Kindergarten children coming to literacy. Educational Leadership. 44(3), 54-56.
Reading Aloud
WHO? Parents and children
WHAT? Reading children’s books, magazines, homework, newspaper articles with your child.
WHERE? In the comfort of your home or anywhere!
WHEN? At least four days each week preferably daily) for at least 8-10 minutes at a time.
WHY? It benefits your child as a learner and a reader.
HOW? Read a book aloud to your child; listen to your child read aloud to you.; Take turns reading a story to one another;. And, talk about the book: predict and question; discuss story grammar; relate to experience; use expression.
L.E.A.R.N.I.N.G.
When parents are involved at home with reading, listening, and watching TV, they can add to the learning done at school.
Listening behaviors:
Set up a listening time when radio and TV are off. Use family meals as
discussion times.
Experiences outside the classroom:
Take family field trips, picnics, and/or walks. Visit places of special
interest to your child.
Asking questions:
Allow your child to ask questions. Take your child's questions
seriously. Give clear answers, but do not lecture.
Reading:
Have your child read in real-life situations. Set up a home library. Set
aside a regular reading time.
News assessment:
Use television as a way to get information. Set limits to the amount of
TV watched. Set a good example in personal TV viewing.
Instruction by and with others:
Encourage your child to play with other children. Allow your child to lead
others in activities.
Note taking:
Promote writing at home (e.g., grocer lists, phone messages, letters,
journals). Set aside a regular time for writing.
Grades:
Make yourself aware of your child's daily progress. Remember your child
is a unique person; do not place too much emphasis on report cards.
West, R. & Mild, R (1994). Parents, teachers, and learning: Fostering communication skills in children. Daycare and Early Intervention, 21(4), 15-19.
