To truly enjoy reading, it needs to become second nature. Children should read both silently and aloud and develop fluency--the ability to read smoothly and expressively--so that not too much time and effort is spent struggling with decoding words. One of the best ways is to practice with familiar text, even if a child chooses to read the same book over and over again.
Many struggling readers don't enjoy reading to themselves and haven't developed the stamina to read independently for sustained periods of time. In the classroom, reading with a peer often helps to engage better with the text, and it's also fine to read to a sibling or even the family pet at home. In point of fact, a study by UC Davis showed that second graders who read aloud to the family dog for ten weeks improved their reading skills by 12%. The bottom line is, however, that children benefit most when a parent reads with them, taking the role of an encouraging listener and partner, every day for at least 20 minutes. But what if a parent doesn't have the time? And what if a child is anxious about reading aloud and making mistakes? Here are two high-tech options that have been shown to be helpful: 1) Use an iPod Touch or iPad. I have found that children love reading into a recording device and playing back their recording, and the iPod's audio memo feature is no exception. If a Mac product isn't on hand, I have seen a tape recorder (I know, how archaic!) work wonders, too. 2) Audio books. Research has shown that listening to audio books, which reinforce the flow of words, can also improve a child's ability to read aloud. Listening to books on tape, CD, or the computer brings opportunities to hear examples of good literature and fluent reading, as well as to expand vocabulary and ultimately become better readers. One of the most powerful ways a parent can help their child become a fluent reader with good comprehension skills is to read aloud to them and with them. Since students in Room 17 are required to read at least 20 minutes a day, these minutes can be used as golden time for parents and children to read together. This is especially important for readers who might be challenged with decoding words or who lack the motivation to read, and they will enjoy reading much more than if they are told to sit in a corner to read by themselves.
1) Echo reading. As the more experienced reader, parents can model for their children, reading a short passage first. They can demonstrate how to pronounce difficult words, how to use phrasing, intonation, and expression when reading a piece of dialogue, a phrase, or a sentence. The child listens, then repeats what the adult just read, pointing at the words if necessary. 2) Reading in unison. Sit with your child and read the same section of text at the same time. Point at the words with your index finger as you read, reading at a slightly faster pace than your child and encourage him or her to try and keep up with you. The idea is to connect the flow of spoken language with the flow of the text on the page. 3) I Read, You Read. The child or the parent reads a page or a paragraph, then their partner reads the next page or paragraph. A variation of this strategy would be to have one person read a paragraph and the partner read the same paragraph. The second variation is especially useful when working on fluency. The parent reads first, and the child is able to hear the pace, intonation, and correct words so they can read like their parent. 4) Check for Understanding. This comprehension strategy is used in Room 17 for students to self-monitor the meaning of what they are reading. One partner reads out loud while the other actively listens and checks for understanding. When the reading partner comes to the end of a sentence, page, or paragraph, the listener summarizes what the reader read and says, "I just heard you read . . . ." Even advanced readers, whom I find still need considerable support with comprehension, can benefit from the above strategies. It is also possible for a child to read words quite accurately yet have no understanding of the text they've read. I intend to add more suggestions to help students improve their reading in the future, and I'll be keeping you posted on strategies and literacy activities we're doing in Room 17, so stay tuned. Happy reading! Some most excellent strategies to use when reading with a child at home -- written by a National Board certified reading teacher who uses these strategies with her own children.
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