{"id":53888,"date":"2020-09-05T01:00:59","date_gmt":"2020-09-05T08:00:59","guid":{"rendered":"https:\/\/world.edu\/?p=53888"},"modified":"2020-09-04T14:15:07","modified_gmt":"2020-09-04T21:15:07","slug":"8-tips-to-support-grade-1-readers-at-home","status":"publish","type":"post","link":"https:\/\/world.edu\/8-tips-to-support-grade-1-readers-at-home\/","title":{"rendered":"8 tips to support Grade 1 readers at home"},"content":{"rendered":"

\"\"Learning to\u00a0read is one of the most important skills and strongest predictors of success<\/a>. Studies show that\u00a0children who develop strong reading skills are more successful in school<\/a>,\u00a0more likely go to university<\/a>\u00a0and\u00a0more likely to achieve a high<\/a>\u00a0quality of life<\/a>. Teaching children how to read is primarily a teacher\u2019s job, but\u00a0parents play a valuable role<\/a>.<\/p>\n

Reading for pleasure is\u00a0a stronger determinant of academic success<\/a>\u00a0than social and economic background<\/a>. It\u2019s critical that children think of reading as a pleasant activity, so they develop the habit of reading for pleasure.<\/p>\n

To achieve this, parents can help provide pleasurable early encounters with reading. Unlike teachers, who receive extensive training, parents are typically unprepared to support their children\u2019s reading development. Not surprisingly, some parents find the task daunting and stressful. This is particularly true in the beginning stages when children are just learning\u00a0to \u201ccrack the code\u201d<\/a>\u00a0of how written language relates to speaking, and reading is laborious.<\/p>\n

Nurturing a child\u2019s shared enjoyment of language is important for laying a groundwork for reading \u2014 this starts from birth onwards, with activities that include\u00a0talking with children and sharing word play or songs and reading to them<\/a>.<\/p>\n

In kindergarten, children continue to expand their vocabulary. They develop an appreciation of rhymes, syllables and individual sounds in words, which lays the foundations for reading. Direct reading instruction and home reading programs typically begin in Grade 1.<\/p>\n

Common mistakes to avoid<\/strong><\/h4>\n

Common mistakes that create frustration and make reading unpleasant for children include:<\/p>\n

\u2022 Over-relying on the sound-it-out strategy. When a child stumbles with a word, almost instinctively, adults often say: \u201cJust sound it out!\u201d Indeed, many words can be read this way, however you cannot always match each letter to a sound, for example: the words \u201cwhere\u201d and \u201ctwo.\u201d Such words are among the\u00a0commonly used words that students must learn to recognize by sight through visual memory<\/a>.<\/p>\n

\u2022 Covering the pictures. Parents may think that using the pictures is cheating, so may want to cover them. This takes away important information that helps reading.<\/p>\n

\u2022 Correcting every mistake. When children misread, skip a word, guess or take too long, many parents jump in too quickly and too often to correct them. Over-correcting erodes readers\u2019 confidence and makes the experience painful.<\/p>\n

\u2022 Always expecting the child to be the one doing the reading. Usually, parents expect the child to read to them. This can be tiring and frustrating for both parties. It is fine to read to the child first. It builds their confidence and makes the experience of reading more pleasurable.<\/p>\n

Build a positive experience<\/strong><\/h4>\n

Here are some tips on how parents can help their child develop strong reading skills and keep home reading a fun and positive experience.<\/p>\n

\u2022 Use the book\u2019s pictures and illustrations. It\u2019s not cheating to look at the pictures first and talk about what you see before trying to read the words. The pictures give clues to the words.<\/p>\n

\u2022 Read to your child often. Read to your children for as much time as they are interested. To expand their knowledge of the world and their vocabulary, read books that are at a higher level than they can read. When they see you reading, they will want to read too.<\/p>\n

\u2022 To read independently and with understanding\u00a0children must know about 95 per cent of the words<\/a>. Help your child choose \u201cjust right\u201d books. Easy books are good! If the book is too hard, your child may get frustrated and begin to dislike reading. If your child chooses a book that is too hard, read it to them or with them, so they can still enjoy the story.<\/p>\n

\u2022 Warm up the book. This means before reading a book with your child, consider the book together: read aloud the title, talk about the topic, look at the pictures and talk about what you see, predict what might happen or explain the meaning of difficult words.<\/p>\n

\u2022 Include\u00a0non-fiction<\/a>\u00a0or science\/fact books. Warm up these books using\u00a0the K-W-L strategy (know, wonder and learn)<\/a>. For example, if your child chooses a book about owls, ask them what they already know about owls, and share what you know too. Then ask what they wonder or want to know about owls, and share something you wonder about too. After you have read, talk about some of the new things you have learned about owls.<\/p>\n

\"\"

If your child chooses a book about owls, part of \u2018warming up\u2019 the book before you read means talking about what your child already knows about owls. (Shutterstock)<\/p><\/div>\n

\u2022 Handle reading mistakes in a positive way. Not every mistake needs to be corrected. If the mistake does not change the meaning of the text, let it go. If your child says \u201chouse\u201d for home, even \u201cbunny\u201d for rabbit, let it go, for the sake of fluency, comprehension and enjoyment. If what they are reading does not make sense, or the meaning has changed, you need to intervene, but first pause and wait a few seconds to give them time to self correct. If they do, praise them. If they carry on reading, prompt them.<\/p>\n

\u2022 Use effective prompts. For example, these are good questions to ask: Does that make sense? Does that sound right? Does that word look right? Or, if the sentence reads: \u201cThe boy rode the horse,\u201d but your child reads, \u201cThe boy rode the house,\u201d pause to see if your child self-corrects. If they don\u2019t, ask: \u201cDoes that make sense? He rode the house? Look at each letter in the word.\u201d Or, supposing your child reads, \u201cThe boy roped the horse.\u201d Pause first, then point at \u201crode\u201d say: \u201cLet\u2019s look at this word carefully. Does this word look like roped?\u201d<\/p>\n

\u2022 Bring attention to words within words. Long words are challenging for novice readers. Suggest they look for small words within the big words. Break down the word into smaller chunks (words) they might know: for instance, \u201cplay\u201d and \u201cground\u201d in playground. Go back to those words later and talk about the meaning of the two chunks and how they together make another word. This builds vocabulary knowledge\u00a0and will serve them well in later grades when encountering complex academic words<\/a>\u00a0that typically have several chunks of meaning (for example, biodiversity, electromagnetic, internationalization).<\/p>\n

Most kindergarteners and Grade 1 children are excited about learning to read, but\u00a0by Grade 3 many have become reluctant readers and begin to fall behind<\/a>. Our hope is that these tips help to reverse these trends and all children become lifelong readers, because reading is a path to success and wisdom.<\/p>\n

Author Bio:<\/strong> Gloria Ramirez is Associate Professor of Education at Thompson Rivers University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Learning to\u00a0read is one of the most important skills and strongest predictors of success. Studies show that\u00a0children who develop strong reading skills are more successful in school,\u00a0more likely go to university\u00a0and\u00a0more likely to achieve a high\u00a0quality of life. Teaching children how to read is primarily a teacher\u2019s job, but\u00a0parents play a valuable role. Reading for […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":53889,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[11664],"coauthors":[11733],"class_list":["post-53888","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-reading-2"],"acf":[],"yoast_head":"\n8 tips to support Grade 1 readers at home - 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\/8-tips-to-support-grade-1-readers-at-home\/\" 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=\"8 tips to support Grade 1 readers at home - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Learning to\u00a0read is one of the most important skills and strongest predictors of success. Studies show that\u00a0children who develop strong reading skills are more successful in school,\u00a0more likely go to university\u00a0and\u00a0more likely to achieve a high\u00a0quality of life. Teaching children how to read is primarily a teacher\u2019s job, but\u00a0parents play a valuable role. 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