The new school year is now around the corner and kids are anxiously waiting - or maybe not - for school to start. Parents have often asked me how to effectively help their children learn to read. As a kindergarten teacher in the district, I have seen a huge change take effect over the last few years. Kindergarten teachers are now ready and adept at teach beginning reading. I have learned more reading strategies from Dr. Sharon Hoge's literacy department than in the other 14 years of teaching that particular grade level. Of course, the emphasis throughout the years wasn't in the direction of teaching reading and literacy, but in reading readiness. However, with the growing number of students entering high school without really being fluent readers, President Bush has taken some strong measures. He has made it clear that he wants every child to be able to read by third grade. Each state, and subsequent school district, has risen to the challenge by raising the stakes and beginning the integral process of reading with the entrance to Kindergarten.
The Columbia Public School District is beginning to reap the rewards of this early push for literacy because children are learning to take an active part in this process at an age when learning is exciting and discovery is fun. Six year olds are leaving Kindergarten, here in Columbia, with an understanding of the importance of print, many are able to read simple books and most have a huge desire to write. The writing process goes hand in hand with reading as it cements the elements of reading into these young people's minds. Furthermore, it's very exciting when an adult can read what the youngster has written. Strategies and teaching techniques for helping teachers to teach reading are reinforced by the literacy support teachers that are now in schools throughout the district.
I asked Libby Robinson, a Kindergarten teacher at Midway Elementary, what techniques and activities she has found to be most helpful for children and their parents as they begin school for the first time. She said parents need to read to their children and to demonstrate the enjoyment of this process. She said that children need to see their parents reading and talking about the value and importance of reading. "Children learn by modeling" and if they see their parents reading books, magazines and the newspaper, they want to do the same thing. She mentioned a couple of specific techniques to help parents of children ages 4 or 5. She said to talk to your child while reading the book. Have some interaction about the storyline. This is what makes connections for children and helps them understand the story, the language and the print on the page. She said sing songs, tell stories, make up fairytales while in the car. Here's the other great technique that she said she used to do with her children when they were younger. After picking them up from the day care, she would have them tell her all about "their busy day" from the beginning when they woke up to when she picked them up. This helped her children with expression, sequence, language development, and of course the personal bonding that would take place between parent and child.
I asked Linda Bradley, a literacy support teacher from Smithton Middle School, what she has found to help parents and kids of the middle and junior high school age in regards to reading. She also said that parents need to be role models and read in front of their children. She said that it would really benefit the teenager if the parent demonstrated interest in what he or she is reading. Make it a family event and dive into books that interests your child. If they like to play sports, then read about that particular sport. Find everything you can about that sport, through magazines, the internet, newspapers, etc. Summer is an excellent time to read for pleasure because when school starts, kids at this age have so much homework they have to read, their choices are often gone and so it seems is their desire to read. She said that many kids at this age don't see themselves as readers, but you can point out all that they read about while surfing the net or magazines and praise them. She said that she has just discovered that many children will not be passionate about reading as they grow up. But they can still learn to appreciate it and to grow as a reader and that it is important to "read and think".
For parents who have children who can read simple books, pick books that have repeating words throughout. The ultimate goal for independent readers is for children to be able to figure out words and phrases on their own so that they can eventually read with meaning and fluency. Here are some techniques to help you help them: Don't give the word away when your little one is struggling. Instead, tell them to check the picture. If that doesn't help, ask if it makes sense, does it look right, does it sound right? Try it again. (Of course, there is a thin line here for parents to be careful not to let your child become frustrated, agitated or tired because then reading isn't fun anymore. If your child is showing these signs while you are trying to help them, just tell them the word.) As they read, have them point to each word. This helps them to see every word and keeps the "left to right" process going. These techniques are in consistency with Columbia Public Schools techniques.
Here are some great books for emergent readers,
chapter book readers and fiction readers.
Emergent readers: "Good to Eat",
"Great Enormous Hamburger", "Growing" and Bug
Watching", all published by The Wright Group. More challenging books for
emergent readers are: "The Hungry Kitten", "The Farm in the
Spring", "Helping You", and "Shadows", all published by
Rigby.
Chapter books: "A Boy Named Boomer by Boomer Esiason and illustrated by Jacqueline Rogers, "Monster Manners" by Joanna Cole and illustrated by Jared Lee.
Fiction books: for 8-12 year olds: "The Mouse and the Motorcycle", by Beverly Cleary and illustrated by Louis Darling; for 9-14 year olds: "Rascal", by Sterling North, illustrated by John Schoenherr.
Remember parents - you are an important partner in your child's learning process.