Parents of children with reading disabilities often ask, “How can I teach my child to read?”
I often respond with three suggestions: Read more...
- Don’t try to teach him anything new if it’s likely to cause friction, or fighting, or excessive anxiety.
- Read to him daily. Make sure it’s something he likes, and then, if he wants, and only if he wants, have him read it silently or read a sentence or more back to you. Don’t pressure him to read aloud. If he has trouble with a word, tell it to him.
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Reading Fluency: Part I
A Guest Post by
Timothy Rasinski, Ph.D.
Professor, Kent State University
A recent survey of “What’s Hot and What’s Not” in Reading found that reading fluency is no longer a hot topic and that it should not be hot. As a person who has written widely about reading fluency and have done a fair amount of research into fluency, I found this a bit disturbing. From my work in the Kent State University Reading Clinic, I know that many children who experience significant difficulty in reading have problems in fluency. When appropriate fluency instruction is provided, overall reading achievement improves, sometimes dramatically. Read more...
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On another blog, someone commented that adults should allow children to read whatever they want. Here was my response:
I agree that it’s usually best to let children read what interests them. But I would add a caveat: Adults must discuss with children the pros, the cons, and the values inherent in what they read. Gradually, as children, including struggling readers, develop positive emotions about reading, adults can introduce new topics. These topics should differ slightly from what the children typically read. Slight differences are usually attractive; major differences are not. Thus, if a child likes reading about dogs and has read several books about them, introduce him to a book about wolfs, and later, perhaps one about coyotes. Read more...
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Shortly after meeting me, parents often ask, “What program and services does my child need to overcome his reading disabilities?” They’re surprised when I say, “I don’t know enough about your child and his problems. Tell me more. Exactly what problems does he have? With what components of reading does he struggle? What can’t he do?” My response often surprises and disappoints them. Here’s my explanation.
A Reading Evaluation Needs to Pinpoint the Problem: The Five Areas of Reading
To be effective, programs that aim to improve the reading of children with reading disabilities need to focus on the child’s specific difficulties. Identifying those difficulties requires an evaluation from a reading specialist. Read more...
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You need to know what phase of word recognition your child is in. This helps you and your child’s teachers better understand the severity of her problem, what she needs to be taught, what kind of materials she needs to read, and what kind of progress to expect.
In 1998, Linea Ehri of the City University of New York and Sandra McCormick of Ohio State University published an insightful article explaining the phases and their implications. The article, Phases of word learning: Implications for instruction with delayed and disabled readers (Reading & Writing Quarterly: Overcoming Learning Difficulties), can be downloaded from many library databases. Here, in part, from Sandra McCormick’s 2003 textbook on reading disabilities, are many of the characteristics of each phase. Read more...
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