Get Ready To Be a Reader!
Here are a few ways you can help your child to be ready to read. There are distinct, well researched, areas of development that are known to enhance a child’s ability for later reading success.
Hearing and Playing with Sounds in Words
Phonological awareness is a big teacher word used to describe the sounds we hear in words. A deficit in phonological awareness skills has been known to be associated with dyslexia and other reading difficulties in children (Kilpatrick, 2015). There are some things YOU can do to help support your child’s learning in this area.
Sing songs, even silly songs. The Alphabet Song (ABCs), Twinkle Little Star and You Are My Sunshine are a few favorites!
Chant rhymes like “I spy, with my little eye…” and “See you later, alligator!”
Ask children to repeat alliterations after you, like “She sells sea shells”.
Be sure your child can see your face when you talk to them… Seeing what our mouths are supposed to do while making sounds helps children in making sounds. For example, seeing the teeth, lip, and tongue placement in /th/ as in “there” and /v/ as in “very” helps in the production of these sounds. This will help with later writing skills as well! (Wolf, 2007)
Building Language
The road to reading comprehension is paved by language comprehension. We cannot understand what we read if we cannot understand what is spoken to us. Language acquisition is naturally occurring for children, yet can, and should, be nurtured in order to grow stronger.
In order to support language development (sometimes called vocabulary development) in children, follow these simple steps while talking with your child:
Repeat
Expand
Correct (carefully!)
Ask questions to spark conversations if necessary
These steps will help to strengthen and expand a child’s language. This can be used with children who are very verbal or even with children who are only pointing to things in their environment. Always make conversations a safe place for children to practice language. Try never to shame, laugh, or harshly correct misunderstandings. Engaging with grown-ups can be an intimidating place for kids!
(Burkins & Yates, 2021)
Here is an example using the picture above.
Child: That girl has a hat!
Parent: That girl does have a hat. Her hat is pointy on top.
Child: It looks like an ice cream cone!
Parent: It looks like an up-side down ice cream cone for sure! Why do you think she is wearing a hat like that?
A conversation like the one above would be an exchange between a parent, and a child who is able to produce simple, describing sentences.
The next example could be a conversation with a child who is just beginning to notice his or her environment.
Child: (points to girl in hat)
Parent: That is a girl. She has a hat! Where is your hat?
It is important to note that the above conversation should be engaged in while making eye contact with the child. The child will want to see the facial expressions and mouth movements of the parent guiding the conversation.
Language can be supported in this manner while talking with children or during read alouds!
TMW Center for Early Learning
“Tune in - Talk more - Take turns”
Learn more, and gain access to free resources, including videos, to support early language acquisition in children.
Birth to Pre-K
Developmental Milestones for Language and Literacy
Click here or on the UFLI box to go to a valuable resource by the University of Florida Literacy Institute. Here you will see how your child should be developing in speaking, listening, thinking, reading, and writing from birth through age 5. You will also find resources to support you in your journey!
A resource for nurturing a love of reading
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