The following information was provided by Willis-Knighton Health System as printed in the Tyler Morning Telegraph on May 4, 2011
From kindergarten through third grade, kids’ abilities to read grows by leaps and bounds. Although teachers provide lots of help, parents continue to play a role in their child’s reading life. Kids who are first learning to read get more information from listening to books rather than from reading them independently. This is especially true of vocabulary — they’ll learn more about what words mean by hearing books read aloud and discussing words with parents, more than from reading on their own. And even as your child’s reading skills improve, reading aloud together can foster a sense of closeness and help improve vocabulary and reading skills, Encourage talking about characters or share reactions to books to rein force the connection between books and everyday life.
YOUR GROWING READER
Here’s how reading usually progresses from kindergarten to third grade:
Kindergarten. This is the time when most kids begin learning to read. By the end of the school year they will probably know most letters and their sounds, match words by beginning or ending sounds, and read and write several simple words. They might be able to read simple text as well.
First grade. In this year most kids learn to read many more words. They sound out words with a variety of phonics patterns, recognize a growing list of words by sight, and connect meaning to the words and sentences they read. Most first-graders can read simple books independently by the end of the school year.
Second and third grade. Kids should continue to learn more phonics patterns and sight words for reading and spelling, use reading to learn new words and discover more about the world around them, read aloud more expressively, and enjoy specific authors and types of books. You should see that reading is becoming more automatic and fluent by the end of second grade or the beginning of third grade.
If you have concerns about your child’s reading level at any time, talk to your child’s teacher, school counselor, and doctor. Kids who are not making good reading progress might have a reading disability, such as dyslexia. With the right educational help, most kids can become readers, but finding the problem and addressing it early will bring the best results
WHAT TO READ
As your child becomes a more confident reader, continue to introduce a wide range of books. When it comes to reading aloud, look for two types of books — those that could be read alone and those that are above your child’s current reading level. With this mix, your child can re-read some of these books independently, while you’ll have to do the reading (or at least help) with the challenging ones that allow your child to enjoy a more sophisticated story and learn new words. Let your child’s interests lead the way when you are choosing books. Sports? Music? Dinosaurs? Look for books on topics you know are of interest and ones that relate to these things. For example, if you know your child is interested in whales, look for books that talk about famous explorers or historical fiction set on whaling boats. As your child gets older, you will find that he or she enjoys increasingly complex books that can each about the world and introduce social and ethical issues.
Talk about the books your child is reading independently and for school and about favorite topics and authors. If the author writes a series of books, encourage your child to read them all. Some kids enjoy keeping a checklist of favorite, authors’ books. Other types of books kids might like include: biographies of famous people; books about kids dealing with challenges; books containing plot twists or language play; mysteries; science fic tion and fantasy. Another way to grab your child’s interest is to pick books that have a personal connection.
Introduce your childhood favorites and talk about why you love them. Your child may also like to read junior versions of the same maga zines you read.
WHEN AND HOW TO READ
The school age child's schedule can be a busy one. You may be having dinner on the go as you scoot from soccer practice to music lessons But if you can find 30 minutes a day to read with your child you will help ensure future reading success. Use the same strategies you did when your child was younger — talk about what you read before during and after asking open ended questions that encourage your child's involvement. Read expressively and with enjoyment. But at this age, be sure to let your child read a book to you. To help with less familiar words you can practice them in advance by having your child point to the words you say on a given page or even in a specific line of text or you might choose to take turns reading. If your child is reading and can't sound out a word, encourage skipping it to read the rest of the sentence before deciding what word would make sense As your child becomes a strong independent reader you might allow some mistakes while reading then ask questions to reveal them ( Do you think that word makes sense in this sentence? ) Be careful about correcting every error your child makes as this may be frustrating If your child seems discouraged or tired while reading offer to take over.
MAKING TIME TO READ
Reading aloud isn’t the only way to encourage kids to read Provide other chances during day to day life like cooking together and having your child read you the recipe Or when you play a new game ask your child to read the directions aloud. Buy a dictionary for kids so that your child can look up definitions of words and help look up the answers to questions in an encyclopedia or online. Kids should have a library card and lots of opportunities to use it. Let yours make selections or ask the librarian for help finding books.