{"id":49260,"date":"2019-08-30T14:50:54","date_gmt":"2019-08-30T21:50:54","guid":{"rendered":"http:\/\/world.edu\/?p=49260"},"modified":"2019-09-03T17:14:23","modified_gmt":"2019-09-04T00:14:23","slug":"parents-can-help-kids-catch-up-in-reading-with-a-10-minute-daily-routine","status":"publish","type":"post","link":"https:\/\/world.edu\/parents-can-help-kids-catch-up-in-reading-with-a-10-minute-daily-routine\/","title":{"rendered":"Parents can help kids catch up in reading with a 10-minute daily routine"},"content":{"rendered":"

\"\"<\/p>\n

Because I\u00a0conduct research about reading<\/a>, parents often ask me the same question: \u201cWhat can I do to help my child become a better reader?\u201d<\/p>\n

I always give them the same advice: \u201cRead with your children. Enjoy books together, and whatever you do, don\u2019t worry about teaching them to read. Leave the teaching to the teachers.\u201d<\/p>\n

This reply draws on my\u00a0research<\/a>\u00a0regarding the literacy practices of high-performing teachers, as well as my experiences as a parent, teacher and literacy specialist.\u00a0Ample evidence indicates that<\/a>\u00a0a solid foundation of reading, writing, talking and playing with words fosters a love for books at an early age and leads to later success as a reader.<\/p>\n

But what happens when children do not learn to read, or when they struggle with reading? That problem is all too prevalent. Only about a third of all eighth-graders can\u00a0read at or above grade level<\/a>.<\/p>\n

\"\"<\/p>\n

Successful teachers<\/h2>\n

I have studied how successful teachers at multiple high-performing urban schools in New York, Ohio, Missouri and Maryland are helping struggling readers dramatically improve their reading fluency. Many are\u00a0getting children to read passages multiple times<\/a>.<\/p>\n

Teachers and researchers have found that doing this almost always leads to improvements for\u00a0struggling readers between second grade and the end of high school<\/a>.<\/p>\n

For kids, this strategy is a lot like learning a new song by reading lyrics while singing along with a music video. When children practice reading this way, they listen to and echo a more experienced reader while tracking the print with their eyes and touching the phrases of the book as they read and reread the book together.<\/p>\n

By activating the senses of hearing, seeing and touch, this approach makes\u00a0recognizing familiar words easier and faster, increasing fluency<\/a>. The strategy works best when it\u2019s repeated regularly \u2013 ideally\u00a010-15 minutes per day<\/a>. Considering the millions of children who don\u2019t read at grade level, it\u2019s very important.<\/p>\n

Digging deeper<\/h2>\n

Psychologist Robert G. Heckelman first identified\u00a0this method of repeated reading<\/a>\u00a0in the 1960s. He encountered an adolescent whose reading level increased by three grades after being tutored using this system. Heckelman repeated the method with 24 middle and high school students who were struggling with reading.<\/p>\n

After just 7.5 hours of instruction in what he called Neurological Impress Method, students advanced by an average of two grade levels.<\/p>\n

Those findings were later\u00a0replicated<\/a>\u00a0with greater numbers of children, leading to a study published in 2016. In that study, the literacy researchers\u00a0Chase Young<\/a>,\u00a0Timothy Rasinski<\/a>, and\u00a0Kathleen Mohr<\/a>\u00a0called the method \u201cRead Two Impress.\u201d<\/p>\n

This new name reflected a change in the method: Kids had to read each page aloud after their tutors finished reading it to them. In addition to making kids better readers, Read Two Impress also helps them become more confident and spend more time reading.<\/p>\n

Empowering families<\/h2>\n

Yet the Read Two Impress method, until now, has never formally involved a child\u2019s family. Additionally, no studies of this strategy have investigated the impact of using books that reflect student culture and language.<\/p>\n

To see if his strategy would be effective as a tool for families to use to improve their children\u2019s reading, I partnered with co-researchers,\u00a0Joshua Michael<\/a>\u00a0and\u00a0Kris’tina Ackerman<\/a>. Together, we conducted a study over 10 weeks at a school in a large Northeastern city.<\/p>\n

There were some hurdles. For example, the grandmother of a thoughtful and inquisitive child expressed anxiety about her lack of confidence and perceived ability to read. \u201cI\u2019m not much of a reader myself,\u201d she told us during the first training. \u201cI don\u2019t know if I can help my grandchild with reading.\u201d<\/p>\n

She, along with 25 second-graders and some of their relatives, participated in five training sessions.<\/p>\n

In the final one, the adult participants described how they were teaching this strategy to others. They told us they believed similar opportunities should be broadly available. This in turn prompted us to host an open training for the whole school and a group of teachers-in-training.<\/p>\n

This time, the grandmother, once apprehensive, helped facilitate the training. She had gained confidence in her ability to teach this learning strategy to others.<\/p>\n

We also found that when families read books that reflected their culture and language, they enjoyed reading together more. In particular, we learned through surveys and focus groups that parents and other guardians took pride in playing a role in helping their kids become better readers.<\/p>\n

We will publish the results of the more expansive approach to the strategy, which we call \u201cRead Two Impress Plus,\u201d in an academic journal.<\/p>\n

\"\"<\/p>\n

Author Bio:<\/strong> Kindel Turner Nash is anAssociate Professor of Early Childhood Education, University of Maryland, Baltimore County<\/em>
\nUMBC doctoral students\u00a0Joshua Michael\u00a0and\u00a0Kris’tina Ackerman\u00a0contributed to the study of Read Two Impress and this article.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Because I\u00a0conduct research about reading, parents often ask me the same question: \u201cWhat can I do to help my child become a better reader?\u201d I always give them the same advice: \u201cRead with your children. Enjoy books together, and whatever you do, don\u2019t worry about teaching them to read. Leave the teaching to the teachers.\u201d […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":49261,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[11664],"coauthors":[],"class_list":["post-49260","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-reading-2"],"acf":[],"yoast_head":"\nParents can help kids catch up in reading with a 10-minute daily routine - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/parents-can-help-kids-catch-up-in-reading-with-a-10-minute-daily-routine\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Parents can help kids catch up in reading with a 10-minute daily routine - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Because I\u00a0conduct research about reading, parents often ask me the same question: \u201cWhat can I do to help my child become a better reader?\u201d I always give them the same advice: \u201cRead with your children. 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