Help Improve Your Child's Reading and Writing

Helping Your Homeschooler Learn to Read

noreply@blogger.com (Jill Sousa) — Tue, 13 Aug 2019 18:06:00 +0000

Beware Expert's Advice

If there is one area that causes concern for even the most experienced parent, it's helping our kids learn to read. And with good reason: We are told reading is an area best left to the experts, who advise us about what age our children should begin, what method to use, and how long it should take. We're told tests and reports are vital to the learning process. The trouble is, most of this advice is simply not true.

The Right Age to Read
By kindergarten, most schooled children are working their way through "reading readiness" programs and are expected to know and understand basic concepts of reading. But is this really the best age to start reading?

It's not, according to Louise Bates Ames, director of research at the Gesell Institute of Child Development and author of more than 15 books on childhood development and behavior. In A Developmental Approach to Reading Problems, Ames states that "a delay in reading instruction would be a preventative measure in avoiding nearly all reading failure." This view is shared by Dr. Raymond and Dorothy Moore, considered by many to be the grandparents of the modern homeschool movement. In Better Late Than Early and School Can Wait, the Moores present well-researched arguments that children aren't physiologically ready for formal reading activities until the age of 8 or 10. Waiting helps children develop maturity and logic skills and prevents frustration and discouragement.

A Combination of Methods
Another misconception that confuses all parents, not just homeschoolers, is that one teaching method should be used. For years controversy flared in the schools about "whole language" vs. "phonics." Results from whole language programs fell short of expectations. Straight phonics is more effective, but involves books and worksheets many kids find boring. Smart parents are discovering that incorporating both methods based on their child's individual learning style works best.

Tests and Reports
Finally, there's the idea that reading tests and written book reports are a necessary part of the reading process. In Teach Your Own, John Holt tells the story of two fellow teachers who decided to "stop asking the children questions about their reading, stop grading them, stop tracking them, and just let them read." Holt notes, "The students very soon read much better, even those who had been very poor readers." Reading becomes a chore when your child knows that as soon as he completes the passage (or page or book) he will be drilled and tested and scored. The joy of being swept away in the pages of a book is lost.

What You Can Do
Read to your children every day. The Read-Aloud Handbook by Jim Trelease is a classic. Trelease explains how reading aloud stimulates your child's imagination and leads to the desire to read independently.
Take time to read yourself. A child learns by watching his parents. If your child sees you making reading a regular part of your life, chances are he will do the same. If you sit in front of the TV for hours, don't be surprised when your child wants to do it, too.
Don't start the learning process too early and don't push if they aren't ready. There should be no tears or reluctance. Allowed to learn at their own pace, homeschooled children often don't begin to read until 8 or 9 years old. Mary Griffith, author of The Homeschooling Handbook, says that late reading (even as late as 12) is not much of a handicap to homeschoolers. "Because schools rely so heavily on text-based instruction, we tend to forget there are other ways to acquire knowledge" Griffith writes. "The late reader frequently blossoms suddenly into a capable and independent reader and the late-reading homeschooler remains an eager and interested learner."
Where Do I Begin?
For those who want a direct, step-by-step approach on how to teach your child to read, Reading Reflex: The Foolproof Phono-Graphix Method for Teaching Your Child to Read, by Carmen and Geoffrey McGuinness, is one of the best reading books on the market today. Another highly recommended book is Let's Read, A Linguistic Approach by Leonard Bloomfield and Clarence Barnhart.

But don't feel you have to follow a reading manual to be successful. Reading is a process that unfolds slowly in some children, quickly in others. What worked for your friend's child might be wrong for your son or daughter. The trick is to discover what method is best for your child. Here are some ideas to get you started.

Follow These Steps
One: Sounding Out
Learning the alphabet, and the sounds each letter represents, is the foundation of reading. The next step is for your child to learn simple words that can be mastered easily. I wrote the names of items in our house on index cards, then pinned or taped the card to that object. It became a game to name all the objects. When these words were memorized, the cards were removed and made into silly sentences. (The chair sat on the cat.) Because we're on the road a lot, my girls' first reading words were the names of gas stations (Shell was an easy starter), then stores, then road signs. As we drove, we'd work on word-sounds in silly rhymes and variations of alphabet games.

Phonics workbooks are helpful at this point, but don't overdo it. Along with studying the letter sounds and blends, we made flashcards of reading words that my daughter stumbled on and reviewed them frequently. I'm not a fan of flashcards and used them with a light hand, but she didn't mind and they were really effective.

Two: Finding Great Beginner Books
Two wonderful books for your beginning readers are: Ready...Set...Read! and the sequel Ready...Set...Read And Laugh! by Joanna Cole and Stephanie Calmenson. These colorfully illustrated collections feature authors Arnold Lobel (Frog and Toad), Peggy Parish (Amelia Bedelia), Marice Sendak (Where the Wild Things Are), and Robert Lewis Stevenson (A Sea-Side Poem), just to name a few. These books are responsible for carrying my daughters from the conceptual stage of reading to the "I got it!" stage.

Be sure to provide a variety of easy-to-read books on whatever subject your child shows an interest. Soccer? Space Travel? Animals? Clouds? Make sure your child learns that books are a source of pleasure and knowledge. When my girls were learning to read, we had wicker baskets in every room filled with age-appropriate books from the library. Putting the books back in the baskets each night was a small price to pay as I watched their reading skills grow. Not sure what books are best? Great Books for Girls

and Great Books for Boys by Kathy Odean make choosing books a snap.
Three: Chapter Books and Magazines
Once my daughters could handle the easy readers, they were now ready for chapter books. A librarian suggested The Boxcar Children by Gertrude Chandler Warner as a good starter series. My daughter loved these books about four resourceful children and their adventures. Another good chapter book series is The Magic Tree House by Mary Pope Osborne. The American Girl series (different authors) provides an exciting introduction to history. And who could resist the Nate the Great books by Marjorie Weinman Sharmat, great mystery books about a boy detective and his dog Sludge.

Magazines can be a good source of reading material. My daughter eagerly awaited the monthly arrival of Highlights, Ladybug, National Geographic World, and, from the National Wildlife Federation, Ranger Rick ( Your Big Backyard is the version for younger kids). She felt very grown up getting her own magazines and we'd read each one as soon as it arrived. I chose these particular magazines because they contain no advertisements, and are exceptionally well-written (especially Ladybug, ages two to six, and later Spider, ages six to nine).

Additional Resources
Don't forget that your computer is a great resource for encouraging your young readers. FamilyEducation.com has games, printouts and teaching tools to help spark your kids' interest in reading. You might want to look at Reading and Writing Skill-Builders.

Problems?
Suppose you've waited until your child is older and read to her daily, but she's still not reading. What then? For those homeschoolers who suspect there may be serious reading or comprehension problems, I recommend a consultation with a reading specialist. Homeschooling families are often able to have their child tested for free through the public-school system. One friend found her child's reading specialist listed in the phone book. Your child will be tested and you'll receive recommendations on how to correct any problems.

Contact Reading Specialist: Jill Sousa - ardenreading@gmail.com

Article originally published by Familyeducation.com, May 15th, 2019

7 Tips for Parents to Help Struggling Readers

noreply@blogger.com (Jill Sousa) — Tue, 18 Oct 2016 22:55:00 +0000

For parents, helping a struggling reader can be difficult. Remember that estimates of reading levels are not always accurate, so try this simple test at home: If your child can read 95% of the words in a selected paragraph within a minute, they’re doing well. If they struggle, use the infographic below and these 7 tips to help struggling readers succeed:

Reading success is based on 5 factors: phonemic awareness, phonics, fluency, vocabulary and comprehension. Learn more about each factor to gain a better understanding of where exactly your child may be struggling.
Encourage kids to read anything—even if it isn’t a book. Magazines, comics or websites can engage children, and shows them that computers and iPads aren’t just for games.
Know your options as a parent. Ask the teacher for work that is at the student’s developmental level if homework is consistently too hard.
Within reason, never say no to your young reader. If your child is excited about reading about dinosaurs, for example, don’t push him or her to read something else.
Motivate by making connections to real-world outcomes so children realize reading is more than just a grade. For example, writing a letter to their favorite singer, or to grandma, allows young readers to find meaning in what they are doing.
Focus on what your child CAN do. Build on his/her strengths. For example, fold spelling into another activity that your child enjoys to build a sense of competence.
Keep it positive. If your child becomes upset or starts crying, reading will seem like a punishment and that time will not be productive. Rather than being intense, keep the mood light and upbeat and keep your eyes on the goal of enjoying reading.

To read the original article: http://cehdvision2020.umn.edu/cehd-blog/tips-to-help-struggling-readers/

Making Vocabulary Personal

noreply@blogger.com (Jill Sousa) — Tue, 24 Sep 2013 22:34:00 +0000

Work with words relevant to students' lives to help them build vocabulary. The more relevant new words are to students' lives, the more likely they are to take hold.

A great assignment that will keep your child interested while helping you learn more about them is the "Personal Alphabet Adjectives." For each letter of the alphabet, the students find an appropriately descriptive word for themselves. Students elaborate on the word by writing sentences and creating an illustration. In the process, they make extensive use of the dictionary and thesaurus.

For the letter "H", my daughter describes her personality as sometimes "Hasty", illustrating the word with a sloppy drawing of herself wearing a mismatched outfit with messy hair. Her caption explains that she is "hasty" getting ready to go to school.

Try to make reading and writing personal, fun and expressive. Education doesn't have to be a chore, if you are willing to be creative. Think of it as an opportunity to turn a chore into a fun experience that the kids will remember.

How to write a Personal Narrative Essay for 4th - 6th grade

noreply@blogger.com (Jill Sousa) — Thu, 12 Sep 2013 22:07:00 +0000

Do you need help teaching your child how to write a personal narrative essay? Here is a short video that explains an easy way to organize and write a personal narrative essay. The story and worksheets come from the curriculum used at Arden Reading Academy, Step Up to Writing.

A personal narrative combines a report with a story. It will have an introduction and a conclusion. The body of the paper would be a story about an event or experience in your life or someone else's life

How to organize a personal narrative essay

Getting Started

Step 1: Choose a personal story to tell.

Step 2: Choose a title.

Step 3: Use a graphic organizer to organize your thoughts into a beginning, a middle and in end.

Step 4: Write the introduction.

You need to let the readers know what you plan to explain in a fun and creative way that grabs the reader's attention.

Step 5: Write the story.

Use your graphic organizer to write a personal narrative about something that has happened to you. Describe what happened in detail and explain how you felt and acted.

Step 6: Write the conclusion.

You need to remind the readers about your topic and message. This is the last thing your readers will read, so make sure it leaves a lasting impression about the lesson you learned!

Sample Personal Narrative Essay

Personal Narrative Essay Writing Classes

Rancho Santa Margarita, CA

Narrative Essay Writing for Kid's 4th-6th Grades

This course is intended for elementary students who have mastered the ability to plan and construct a narrative and expository essay with limited instruction. The class motivates young writers by engaging them through the writing process as they answer specific writing prompts.

Class Times:
Tuesday 2:30 PM
Wednesday 3:00 PM
Thursday 4:00 PM

Class Size: 4-6 Students
Class Fee: $70.00

Homeschool Essay Writing for Kids 3rd-6th Grades

This course is for homeschooled students needing direction in the writing process. Students will learn how to write a proper response to literature, personal narrative, narrative fiction, and expository essay. They are taken step-by-step through the steps of the writing process (pre-writing, planning, drafting, editing, rewriting, revising) while working on the inclusion of proper syntax, grammar, organization, sequencing, word choice, dialogue, creative introductions, and strong conclusions.

Class Times:
Tuesday 9:30 AM
Wednesday 9:00 AM
Friday 10:30 AM

Class Size: 4-6 Students
Class Fee: $70.00

Preparing for the Fourth Grade Writing Test

noreply@blogger.com (Jill Sousa) — Wed, 17 Jul 2013 04:45:00 +0000

Each year students prepare for the California STAR Writing Test in early March. Students will need to be prepared to successfully write one of the three standards for writing: Narrative Writing, Summary Writing and Response to Literature. The student will not know the prompt until they open their test book.

The students writing is scored based on a standard “Rubric” (a standard of performance) of 1 - 4 points. Students must score a minimum of 2 points to pass the test. Every year parents seek out additional resources to help prepare their child for the test. In order to better how to pass the writing test with the highest possible score, parents should better understand what the standard is for scoring 4 out of 4 points on the “Rubric”

California Fourth Grade Writing Test Rubric Score of 4/4

Clearly addresses all parts of the writing task.
Demonstrates a clear understanding of purpose.
Maintains a consistent point of view, focus, and organizational
Structure includes paragraphing when appropriate.
Includes a clearly presented central idea with relevant facts, details, and/or explanations.
Includes a variety of sentence types.
Contains few, if any, errors in the conventions of the English language (grammar, punctuation, capitalization, and spelling). These errors do not interfere with the reader's understanding of the writing.

California Narrative Writing Test Rubric Score of 4/4

Provides a thoroughly developed sequence of significant events to relate ideas, observations, and/or memories.
Includes vivid descriptive language and sensory details that enable the reader to visualize the events or experiences.

If you feel that your child needs additional help to preparing for the writing test, seek out a credentialed teacher who specializes in writing and is familiar with the California Fourth Grade Writing Test and Rubric.

Arden Reading Academy

Writing Workshops & Writing Classes
Rancho Santa Margarita, CA

How to Write the Perfect Paragraph

noreply@blogger.com (Jill Sousa) — Wed, 19 Jun 2013 21:12:00 +0000

A fun video to help your child learn how to write the perfect paragraph. An elementary school student at Arden Reading Academy shows you how she can write the perfect paragraph. She learned how to write the perfect paragraph at a Summer Writing Camp in Rancho Santa Margarita, CA. Register Today: http://www.ardenreading.com

How to Choose the Right Reading Book

noreply@blogger.com (Jill Sousa) — Thu, 11 Apr 2013 05:49:00 +0000

The 5 Finger Reading Test

The 5 Finger Test is a great way to choose an appropriate level book for your child to read. The test provides you and your child a quick and easy method to evaluate the difficulty of a book. It is a quick test you can easily use in the library or book store before you make a selection or purchase.

Here are the steps that you and your child can use to select a book:

Open up the book to any page that you or your child wishes to read. Have your child begin reading aloud. As your child reads, count the number of words your child does not know or has a problem reading with your fingers. Now use the number of fingers to help you determine if this is a suitable book for your child to read on their own.

0 -1 Fingers = This book is easy for your child to read.

2 - 3 Fingers = Perfect choice - this book is just right for your child.

4 Fingers = A little difficult yet can be fun for your child to try. You might want to assist your child when they read this book.

5 or more Fingers = Challenging to read. An adult should read this book along with your child.

It is terrific to see your child reading every word of a book. Nonetheless, you need to still continue to challenge your child along with books that they aren't able to 'breeze' through.

Typically, if your child has a hard time with 5-6 words on one page, it is probably most ideal to leave that book for a later date or spend the time to read the book with them. If they are regularly getting 'stuck' on unknown or difficult words, they may get frustrated and discouraged.\

New Writing Classes

noreply@blogger.com (Jill Sousa) — Wed, 06 Mar 2013 19:34:00 +0000

Learning how to write well is all about practicing the art of writing. Just as a pianist will not achieve musical success without practicing the piano, a writer will not achieve writing success without practicing writing. The more a student is exposed to structured writing lessons, the more the student will improve in their writing process. To help give students multiple opportunities to practice their writing, we have several different Writing Workshops available:

Mondays 8:00-9:00am (homeschoolers)
Mondays 3:30-4:30pm
Tuesdays 2:00-3:00pm
Wednesdays 10:00-11:00am (homeschoolers)
Wednesdays 4:00-5:00pm
Saturdays 12:00-1:00pm

These workshops are structured for the student who can already form a paragraph and is ready to work on writing multi-paragraph essays, stories, and summaries. Lessons will rotate, so students can enter the workshop at any time. Writing Workshops will focus on the construction of the following:

*Planning, Drafting, Editing, and Revising for Expository Essays
*Planning, Drafting, Editing, and Revising for Narratives
*Planning, Drafting, Editing, and Revising for Responses to Literature
*Planning, Drafting, Editing, and Revising for Summaries

Writing Workshops are $70 per month... spaces fill quickly... maximum of 6 students per class.

Come check out the fun!!!

www.ardenreading.com

Writing Workshops for Kids - Rancho Santa Margarita

noreply@blogger.com (Jill Sousa) — Fri, 01 Mar 2013 23:45:00 +0000

Multiple Paragraph Essay Writing for Kids 3rd-5th Grade

A. Mondays 3:30 PM - 4:30 PM
Class Size: 4-6 Students
Class Fee: $70.00

This class is designed for students embarking on essay and narrative writing. Students are taken step-by-step through the steps of the writing process (pre-writing, planning, drafting, editing, rewriting, revising) while working on the inclusion of proper syntax, grammar, organization, sequencing, word choice, dialogue, creative introductions, and strong conclusions.

Multiple Paragraph Narratives Writing for Kids 4th-6th Grades

A. Mondays 3:30 PM - 4:30 PM
B. Saturdays 12:00 AM - 1:00 PM
Class Size: 4-6 Students
Class Fee: $70.00

This course is intended for elementary students who have mastered the ability to plan and construct a narrative and expository essay with limited instruction. The class motivates young writers by engaging them through the writing process as they answer specific writing prompts.

Homeschool Essay Writing for Kids 3rd-6th Grades

A. Mondays 9:00 AM - 10:00 AM

B. Wednesdays 11:00 AM - 12:00 PM

Class Size: 4-6 Students

Class Fee: $70.00

How to Improve a Child's Handwriting

noreply@blogger.com (Jill Sousa) — Sat, 17 Nov 2012 19:10:00 +0000

In spite of being a part of the computer generation, good handwriting skills are not a thing of the past. People are still judged by a good signature and the ability to write clearly and correctly. Most kids still write daily homework assignments, rough drafts and classroom notes. Improving a child's handwriting can help build self-esteem and encourage the production of quality work. Read on to learn how to improve a child's handwriting.

Instructions

- 1
  
  Find a well lighted, flat surface for hand writing, like the kitchen table. Make sure there is plenty of space to work.
- 2
  
  Place paper in front of child with the bottom corner pointing towards their belly button and the top corner pointing away from them. This may feel a little awkward at first, but will help with proper handwriting slant.
- 3
  
  Position the non-writing hand at the top of the paper. This will hold the paper in place. Elbows should be out and gently resting on the table.
- 4
  
  Sit up straight. Good posture should always be practiced during handwriting.
- 5
  
  Grasp pencil in the writing hand. A good grasp goes no lower than the paint on the pencil, about one inch from the tip. The index finger should be on top, the thumb below. Rest the pencil on the third finger.
- 6
  
  Warm up handwriting practice by making a series of swirls, like cursive lower case "e's" in groups of six across the first two lines.
- 7
  
  Practice letters in groups of five or six to give the feel of writing words. Leave plenty of space between letters and between groups. When practicing printing, remember that letters start from the top down, not from the bottom up.

How to Help Children Learn to Write

noreply@blogger.com (Jill Sousa) — Sat, 17 Nov 2012 19:02:00 +0000

By Theresa Pickett, eHow Contributor

Help your child learn to write.

Literacy is important to the education of tomorrow's leaders. Help your children learn to express themselves in writing to aid the creation of an improved world. You can show your children how to express themselves in writing by creating an engaging exercise. For instance, discover an activity that the child excels at and enjoys. An athletic student might be interested in learning to write by practicing with a sports-oriented story. Follow a few tips to help your children learn to write. You can increase your child's writing skills through making your child practice.

Instructions

1

Use examples from your children's daily life to help them understand what language is to encourage the use of varied language in creative writing. For instance, show your children signs in stores and on the street. You want your children to comprehend that language can be experienced places other than the classroom.
2

Show your child that writing creative stories helps her learn to read. Introduce your child to a new friend who likes to read and who she can get to know. Try to encourage your child to realize that creative writing and reading is cool to some children.
3

Encourage your child to do a meaningful writing activity. Your child might not be interested in activities that do not relate to her life. As an example, have your child write a list that helps her with her daily activities.
4

Tell your child to take notes about the things she sees. As an example, take your child on a field trip to the local science museum and have her write about the information she learns. Show your child that note taking encourages her to remember information, which can help on school tests.
5

Ask your child what she thinks about the world around her. Try to get your child to make detailed descriptions of people and places. When your child makes an exceptional observation, let her know that she is talented with words.

Free Writing Prompts

noreply@blogger.com (Jill Sousa) — Fri, 16 Nov 2012 19:27:00 +0000

By Robin on Feb 25, 2009 in FREEBIES, Teacher Helps

A writing prompt is a statement that asks the students to write a paper about a specific topic. It defines the audience and purpose for writing. The list below from Creative Portal will help when you need an idea or a writing prompt or two to get your student in the writing mood. A writing prompt serves as a catalyst for creativity and can start the mind flowing in a new direction. While a simple two-sentence writing prompt won’t give you the full structure of a novel, it can start the creative wheels turning.

Imagination Prompt Generator
Creativity Portal’s Imagination Prompt Generator will inspire you by outputting one of many randomly generated writing prompts at the press of a button.

Seasonal or Holiday Prompts

Spring Writing Prompts
Add a springy step to your writing! Words and picture prompts to inspire your springtime writing needs when everything is fresh and new.

Summer Writing Prompts
Hot and vibrant words and pictures to shine some sun fun on your summertime writing adventures when it’s just too sticky to go outside.

Autumn Writing Prompts
Cool, crisp, colorful words and pictures to inspire your fall time writing adventures. Colorful leaves, vibrant trees, pumpkins, and reflections on the dying off of nature.

Winter Writing Prompts
Freezing scenes and Christmas festivities, these words and pictures will inspire your winter and holiday time writing when it’s nice to snuggle up in front of a cozy fireplace to write.

Just for Fun Story Prompts

Be Creative! Writing Topics and Words
A sparking list of writing and journaling starters to get you going. Choose a topic from a list of sentence or simple word prompts. Don’t miss the amusing Write the Story Prompts!

Southwest Series Photo Prompts by Chris Dunmire
A “dry heat” series of travel photos and writing prompts that will ultimately include the following Arizona desert destinations: Tombstone, Bisbee, Sedona, Grand Canyon, and the Chiricahua National Monument.

Photo Prompts by Kristi Kovalishyn
A picturesque writing prompt adventure series inspired by photography enthusiast Kristi Kovalishyn’s travels around the world.

Photo Prompts by Carolina Pichardo
Carolina’s work has allowed her to travel to places like China, Germany, Dominican Republic and Costa Rica. Take in the wonders of the world in this wonderful thought-provoking series.

Inspiring Prompts and Writing Exercises

Using the Subconscious to Paint Fiction
By Esmerelda Jones
How to make your fiction characters come alive by closing off the world and developing an intimate acquaintance with your creations.

Inner Voices of Creativity
By Anne Marie Bennett
A self-reflective series of prompts focused on those little voices in our minds that have something to say about everything we do. What will they say when you allow them to write?

Sunday Scribblings
A blog that “provides inspiration and motivation for anyone who enjoys writing and would like a weekly challenge.”

Story Spinner Online
Bonnie Neubauer’s Story Spinner Online “generates gazillions more exercises than the millions generated by the original handheld Story Spinner! You will get a starting phrase, a setting and four words that you must include in a story. Set a timer for 10-minutes… and then write!”

A Chocolate Box
Activities and prompts presented in a “take one” chocolate box fantasy! Contains “rich” and reflective writing exercises, journal prompts, and insightful perspectives from Heather Blakey.

Diarist Prompts
“Prompts, sparks, collaborations. Whatever you call them, many journalers and journal sites regularly provide inspiration for diary entries. … These are excellent places to visit when the inkwell (or pixelwell) runs dry.”

Magic Writing Tram
A Flash-based activity and idea generator designed for primary school writing. Includes fun writing exercises surely to engage the active imagination of school-aged children and adults too!

Shirazad Journaling Topics
“A collection of topics for journaling or writing in groups.” Features journaling, word magnets, quotations, and lots of writing prompts.

Wild and Wacky Writing Exercises
These wonderful visual and imaginative writing exercises will lead you down a road with a slightly different perspective to prompt your imagination and creative thinking.

Writing Prompts and Journal Topics
Over 100 writing topics and journaling prompts to choose from. Categories cover: What is; What if; What do you think; What; How; I wish; Describe; When; Which; Who; Where; Why; and miscellaneous topics.

What Makes A Good Fourth Grade Reader

noreply@blogger.com (Jill Sousa) — Fri, 16 Nov 2012 19:04:00 +0000

By: Daniel Willingham - July 6, 2009

What makes for effective reading instruction? A new study indicates that an important contributor is integrating material from other subjects into reading instruction.

An important international comparison test for reading is the PIRLS, administered to ten-year-olds. Hong Kong ranked 14th among 35 participating countries in the 2001 administration of the test. In 2006, Hong Kong students ranked second among 44 nations. This improvement coincided with significant changes to the reading curriculum instituted by the Curriculum Development Council of the Hong Kong government. These two changes spurred a group of researchers at the University of Hong Kong to analyze the data from the 2006 PIRLS to determine which instructional factors were associated with student reading achievement.

They used a single outcome measure — reading achievement on the 2006 PIRLS by the 4,712 Hong Kong students in 144 schools who took the test. There were 39 predictor variables in several categories, including the teacher’s professional preparation, the time spent per week on reading, the types of reading materials used during instruction, the varieties of assessment and their purposes, the teacher’s perception of the class, and instructional strategies. Not surprisingly many of these variables were themselves correlated, so the researchers conducted a step-wise multiple regression to determine which were the most important.

This analysis showed that four of the 39 predictor variables were critical:

the frequency with which the teacher used materials from other subjects in reading instruction.
using assessment to assign grades.
the frequency with which students took a quiz or test after reading.
using assessment to provide data for national or local monitoring.
These four sources taken together accounted for about 30% of the total variance in reading scores. Most of this came from the first factor, which accounted for almost two-thirds of the predictive power of the total model.

It should be noted that this study doesn’t account for the rise in Hong Kong scores, nor did it examine other predictor variables that are likely important: variables related to the school, parents, or pupils themselves. And it is always possible that other variables could be important to reading success yet do not appear significant in this analysis because they vary so little, or were not measured.

Still, the results are impressive in their clarity, and important because they dovetail so well with theories of reading comprehension, described here. Once students can decode, background knowledge is crucial to reading comprehension. Ensuring that students have wide-ranging knowledge of the world ideally begins at birth, through a rich home environment. Schools must do everything possible to support and expand that knowledge base, and integrating material from other subjects into the reading curriculum is an important step in the right direction.

Sources: Cheung, W. M, Tse, S. K., Lam, J. W. I. & Loh, E. K. Y. (2009). Progress in international reading literacy study 2006 (PIRLS): Pedagogical correlates of fourth-grade students in Hong Kong. Journal of Research in Reading, 32, 293-308.

Third Grade Reading Study

noreply@blogger.com (Jill Sousa) — Fri, 16 Nov 2012 18:48:00 +0000

Study: Indicates Student's Chances Of Graduating High School

A new study reveals that the level of reading skills children develop by third grade may indicate their likelihood of graduating high school.

Released by The Annie E. Casey Foundation, the report found that students who don't read proficiently by third grade are four times more likely to leave school without a diploma when compared to proficient readers. The number rises when those kids also come from poverty.

Donald J. Hernandez, the study's author, said third grade is a pivot point, reports Education Week:

"We teach reading for the first three grades and then after that children are not so much learning to read but using their reading skills to learn other topics. In that sense if you haven't succeeded by 3rd grade it's more difficult to [remediate] than it would have been if you started before then."

According to the report, 6.2 million young people dropped out of school in 2007. To turn the tide, educators, politicians and researchers are looking for ways to prevent dropouts from leaving school.

With the report's findings, increased efforts to help the nation's youngest pupils master reading may be one way to reduce dropouts.

Read the full report.

Second Grade Reading Tips

noreply@blogger.com (Jill Sousa) — Fri, 16 Nov 2012 18:37:00 +0000

By: Reading Rockets

Find ways to read, write, and tell stories together with your child. Always applaud your young reader and beginning story writer! The tips below offer some fun ways you can help your child become a happy and confident reader. Try a new tip each week. See what works best for your child.

These tips for parents of second graders are also available as a one-page handout to download and print:

Reading tips in English (60K PDF)*
Reading tips in Spanish (168K PDF)*

Our reading tip sheets,
for parents of children
in preschool to grade 3,
are available in 9 other languages.

Tell family tales

Children love to hear stories about their family. Talk about a funny thing that happened when you were young.

Create a writing toolbox

Fill a box with drawing and writing materials. Find opportunities for your child to write, such as the shopping list, thankyou notes, or birthday cards.

Be your child's #1 fan

Ask your child to read aloud what he or she has written for school. Be an enthusiastic listener.

One more time with feeling

When your child has sounded out an unfamiliar word, have him or her re-read that sentence. Often kids are so busy figuring out a word they lose the meaning of what they've just read.

Invite an author to class

Ask an author to talk to your child's class about the writing process. Young children often think they aren't smart enough if they can't sit down and write a perfect story on the first try.

Create a book together

Fold pieces of paper in half and staple them to make a book. Ask your child to write sentences on each page and add his or her own illustrations.

Do storytelling on the go

Take turns adding to a story the two of you make up while riding in a car or bus. Try making the story funny or spooky.

Point out the relationship between words

Explain how related words have similar spellings and meanings. Show how a word like knowledge, for example, relates to a word like know.

Use a writing checklist

Have your child create a writing checklist with reminders such as, "Do all of my sentences start with a capital? Yes/No."

Quick, quick

Use new words your child has learned in lively flash card or computer drills. Sometimes these help kids automatically recognize and read words, especially those that are used frequently.

Reading Tip sheets in other languages

A downloadable handout, for parents of children in pre-K through grade 3, is also available below in the following languages:

Spanish (471K PDF)*
Arabic (964K PDF)*
Traditional Chinese (959K PDF)*
Haitian Creole (950K PDF)*
Hmong (943K PDF)*
Korean (446K PDF)*
Navajo (578K PDF)*
Russian (646K PDF)*
Tagalog (943K PDF)*
Vietnamese (945K PDF)*

Find these and other downloadable tips and guides in our Guides section.

Reading tips for parents of…

Helping Struggling Readers

noreply@blogger.com (Jill Sousa) — Fri, 16 Nov 2012 18:28:00 +0000

By: Readingrockets.org

Did you know that learning to read is a challenge for almost 40 percent of kids? The good news is that with early help, most reading problems can be prevented. The bad news is that 44 percent of parents who notice their child having trouble wait a year or more before getting help.

Fun and educational apps to help children build essential literacy skills.

Top literacy apps >

Unfortunately, the older a child is, the more difficult it is to teach him or her to read. The window of opportunity closes early for most kids. If a child can't read well by the end of third grade, odds are that he or she will never catch up. And the effects of falling behind and feeling like a failure can be devastating.

Click below to find information on:

Top 10 Things You Should Know About Reading – What it takes to learn to read, the achievement gap in the U.S., and how we can help struggling readers
FAQs – Find answers to real questions from real parents about reading and learning disabilities
Q&A with nationally known experts – A new monthly feature covering topics such as assessment, cognition and learning, and educational technology
Why They Struggle – Learn why some kids struggle with reading
Target the Problem! – Pinpoint the problem a struggling reader is having and discover ways to help
Assessment Process – Find out how to get your child evaluated
Parent as Advocate – Why you need to toughen up and stand up for your child
Finding Help – Where to get extra help for your struggling reader
Self-Esteem and Reading Difficulties – What else suffers when kids struggle in school and what they can do to help themselves
Struggling Readers – Find more Reading Rockets resources, including inside the classroom video, webcasts, articles, and related research

Early identification is crucial. Please, if you suspect a problem, don't hesitate. Learn about reading difficulties, get your child assessed, find out what you can do to help your struggling reader, and don't give up!

Top 10 Things You Should Know About Reading
By: Reading Rockets (2011)

Get the basic facts about what it takes for a young child to learn to read, best practices in teaching reading, the importance of oral language in literacy development, why so many children struggle, and more in this overview.

Reading Intervention Programs: A Comparative Chart
By: Corrie Kelly (2011)

Reading intervention programs play an important role in helping all students become confident, skilled readers. There are lots of programs available to schools. If you are planning to purchase an intervention program for instruction, it is important to do your homework — and get as much information as you can about a program's benefits and effectiveness. This article provides basic comparative information about a range of commercially available intervention programs.

Early Signs of a Reading Difficulty
By: Susan Hall (2009)

Parents are often the first to suspect their child has a reading problem. An expert alerts parents to some of the earliest indicators of a reading difficulty.

Seeking Help for a Struggling Reader: Seven Steps for Teachers
By: Joanne Meier and Karen Freck (2005)

Children come to our classrooms from so many different ability levels and backgrounds. As a teacher, it's important to recognize and know what to do to help a struggling reader.

About Reading Disabilities, Learning Disabilities, and Reading Difficulties
By: Kathryn Drummond (2005)

Reading difficulties likely occur on a continuum, meaning that there is a wide range of students who experience reading difficulties. There are those students who are diagnosed with a learning disability. There is also an even larger group of students who do not have diagnoses but who need targeted reading assistance.

Waiting Rarely Works: Late Bloomers Usually Just Wilt
By: American Federation of Teachers (2004)

A look at three pivotal longitudinal studies that clearly show: Late bloomers are rare; skill deficits are almost always what prevent children from blooming as readers.

Seeking Help for a Struggling Reader: 8 Steps for Parents
By: Reading Rockets (2004)

What should you do if you think your child is having trouble with reading? Sometimes children just need more time, but sometimes they need extra help. Trust your instincts! You know your child best. If you think there's a problem, there probably is.

Teaching Kindergarten Reading

noreply@blogger.com (Jill Sousa) — Fri, 16 Nov 2012 03:40:00 +0000

By: www K12reader.com

Beginning reading instruction is an essential part of the kindergarten classroom. Though some students enter school with some basic reading skills, this is a prime period in the children’s development to build the foundation for reading. Kindergarten teachers and parents should focus on all three of the pillars of reading: phonemic awareness, phonics and reading comprehension. This article discusses all of these, with an emphasis on kindergarten reading comprehension.

Multiple Methods of Instruction

Just as every child looks different each has his or her own way of learning to read. Though there are many ways to teach a child to read there is not one single kindergarten reading comprehension checklist that works best for every child. Plus reading is not a simple activity. In fact it is one of the most complex cognitive activities that a human being can perform. Therefore it is incumbent upon those working with kindergarteners to use multiple methods of reading instruction. Different children will need different types and levels of support. Even individual children will need to have instruction varied as they reach particular reading milestones. It is important to know each child well and to use strategies that fit her individual learning style(s), interests and needs.

Phonemic Awareness

Phonemic awareness is one of the building blocks of a strong foundation for reading development. A phoneme is a sound unit in language. For example, say the word “apple” aloud. You use three distinct sound “chunks” to pronounce this word—“a”, “puh” and “l”. Each of these is a phoneme. Phonemic awareness is not only an understanding that these sound units exist, but also the recognition that they make up words. We are able to read unfamiliar words because we use our knowledge of phonemes to sound out the word. Very young readers do not know to do this. Therefore they must be taught phonemes. In order to help children transition between saying and reading phonemes, kindergarten teachers and parents should instruct children by connecting letters and phonemes. They should present written letters and teach the child the different ways that the letter is pronounced. Through this sort of instruction kindergarteners become aware not only of the different sounds in the English language, but also they begin to understand that specific letters represent specific sounds.

Phonics

In addition to phonemic awareness, kindergarteners must be taught phonics. Phonics involves the ability to link sounds to letters and to use these to construct words. While it is helpful for children to be aware of particular phonemes and their letter representations, this knowledge is not enough for them to be able read. They need to be able to put letters and phonemes together to create words.

Phonics is best taught systematically. Parents and teachers of kindergarteners should begin by helping children sound out individual letters and then blending these letters into a word. For instance, if a child is learning to read the word bat the adult working with her should first help her figure out what sound each letter makes—“buh” a” “t”. Then she should be encouraged to link these sounds together to make the word. Often young children have many words in their verbal vocabularies that they have not learned to read. When they are assisted in sounding out and blending the sounds together to create the word, they quickly identify the word and are able to make a connection between the oral and print version of it.

Once children have become comfortable sounding out individual letters, they should be taught to read letters in “chunks”. This is where instruction in sound units like “th” and “st” comes in. Also, they should be encouraged to use entire words that they already know to help them read a new word. For example, a child may know how to read the word “car”. When he comes to the word “scar” his teacher should point out that “car” is a part of this word and that he can use it to help him figure out how to pronounce this new word.

Reading Comprehension

Because reading comprehension cannot occur unless a child can identify the sounds making up each word, it is essential that kindergarteners have at least a basic foundation in phonemic awareness and phonics before they can be instructed in reading comprehension. Once they have this basic understanding they can begin working on comprehending what they are reading.

Kindergarten reading comprehension instruction begins on an individual word basis. Children should be taught to read basic high frequency words. Of all of the words in children’s stories, there are approximately 220 that make up 50 to 75% of the content. For this reason, these words are the best ones to focus on in kindergarten instruction. Both E.W. Dolch and Edward Fry have created lists of the most frequently used words in children’s texts. These lists are excellent resources for kindergarten parents and teachers to select vocabulary to instruct their children in. Pictures are an excellent tool for helping children transition between the spoken and written versions of a word. When the print word “ball” is presented under a photograph of a ball the child is able to make a connection between the two.

Kindergarten reading comprehension is also taught using repetitive reading. While it may seem that having a child read the same story over and over would deter her reading development it actually aids it. Repetitive reading allows a child to process a text multiple times. Often the first time she reads it she is focusing on decoding words rather than putting them together to make meaning. Once she has mastered the words she can move more fluently through the story and can begin making meaning. Kindergarten parents and teachers are encouraged to have children read texts aloud multiple times. This allows them to see where the child needs support in understanding words, phrases or sentences. Also, they can ask guiding questions to help children build the skills that they will eventually use independently when they read.

Modeling Good Reading

One of the most powerful tools for helping kindergartners learn to read is for parents and teachers to read themselves. Young children should not only see the adults they love reading they should also read with them. Reading storybooks aloud to kindergarteners helps build their vocabularies, appreciation and interest in reading and background knowledge. They also see the ways a “seasoned” reader uses strategies to make meaning. Reading a book aloud to a young child always benefits him.

First Grade Reading

noreply@blogger.com (Jill Sousa) — Fri, 16 Nov 2012 03:30:00 +0000

By: Learning First Alliance

When it comes to reading, the nine months of first grade are arguably the most important in a student's schooling.

It is during first grade that most children define themselves as good or poor readers. Unfortunately, it is also in first grade where common instructional practices are arguably most inconsistent with the research findings. This gap is reflected in the basal programs most commonly used in first-grade classrooms. The National Academy of Sciences report found that the more neglected instructional components of basal series are among those whose importance is most strongly supported by the research.

In this discussion, there are again certain caveats to keep in mind:

There is no replacing passionate teachers who are keenly aware of how their students are learning; research will never be able to tell teachers exactly what to do for a given child on a given day. What research can tell teachers, and what teachers are hungry to know, is what the evidence shows will work most often with most children and what will help specific groups of children.

To integrate research-based instructional practices into their daily work, teachers need the following:

Training in alphabetic basics

To read, children must know how to blend isolated sounds into words; to write, they must know how to break words into their component sounds. First-grade students who don't yet know their letters and sounds will need special catch-up instruction. In addition to such phonemic awareness, beginning readers must know their letters and have a basic understanding of how the letters of words, going from left to right, represent their sounds. First-grade classrooms must be designed to ensure that all children have a firm grasp of these basics before formal reading and spelling instruction begins.

A proper balance between phonics and meaning in their instruction

In recent years, most educators have come to advocate a balanced approach to early reading instruction, promising attention to basic skills and exposure to rich literature. However, classroom practices of teachers, schools, and districts using balanced approaches vary widely.

Some teachers teach a little phonics on the side, perhaps using special materials for this purpose, while they primarily use basal reading programs that do not follow a strong sequence of phonics instruction. Others teach phonics in context, which means stopping from time to time during reading or writing instruction to point out, for example, a short a or an application of the silent e rule. These instructional strategies work with some children but are not consistent with evidence about how to help children, especially those who are most at risk, learn to read most effectively.

The National Academy of Sciences study, Preventing Reading Difficulties in Young Children, recommends first-grade instruction that provides explicit instruction and practice with sound structures that lead to familiarity with spelling-sound conventions and their use in identifying printed words. The bottom line is that all children have to learn to sound out words rather than relying on context and pictures as their primary strategies to determine meaning.

Does this mean that every child needs phonics instruction? Research shows that all proficient readers rely on deep and ready knowledge of spelling-sound correspondence while reading, whether this knowledge was specifically taught or simply inferred by students. Conversely, failure to learn to use spelling/sound correspondences to read and spell words is shown to be the most frequent and debilitating cause of reading difficulty. No one questions that many children do learn to read without any direct classroom instruction in phonics. But many children, especially children from homes that are not language rich or who potentially have learning disabilities, do need more systematic instruction in word-attack strategies.

Well-sequenced phonics instruction early in first grade has been shown to reduce the incidence of reading difficulty even as it accelerates the growth of the class as a whole. Given this, it is probably best to start all children, most especially in high-poverty areas, with explicit phonics instruction. Such an approach does require continually monitoring children's progress both to allow those who are progressing quickly to move ahead before they become bored and to ensure that those who are having difficulties get the assistance they need.

Strong reading materials

Early in first grade, a child's reading materials should feature a high proportion of new words that use the letter-sound relationships they have been taught. It makes no sense to teach decoding strategies and then have children read materials in which these strategies won't work. While research does not specify the exact percentage of words children should be able to recognize or sound out, it is clear that most children will learn to read more effectively with books in which this percentage is high.

On this point, the National Academy of Sciences report recommends that students should read well-written and engaging texts that include words that children can decipher to give them the chance to apply their emerging skills. It further recommends that children practice reading independently with texts slightly below their frustration level and receive assistance with slightly more difficult texts.

If the books children read only give them rare opportunities to sound out words that are new to them, they are unlikely to use sounding out as a consistent strategy. A study comparing the achievement of two groups of average-ability first-graders being taught phonics explicitly provides evidence of this. The group of children who used texts with a high proportion of words they could sound out learned to read much better than the group who had texts in which they could rarely apply the phonics they were being taught.

None of this should be read to mean that children should be reading meaningless or boring material. There is no need to return to Dan can fan the man. It's as important that children find joy and meaning in reading as it is that they develop the skills they need. Reading pleasure should always be as much a focus as reading skill. Research shows that the children who learn to read most effectively are the children who read the most and are most highly motivated to read.

The texts children read need to be as interesting and meaningful as possible. Still, at the very early stages, this is difficult. It isn't possible to write gripping fiction with only five letter sounds. But a meaningful context can be created by embedding decodable text in stories that provide other supports to build meaning and pleasure. For example, some early first-grade texts use pictures to represent words that students cannot yet decode. Others include a teacher text on each page, read by the teacher, parent, or other reader, which tells part of the story. The students then read their portion, which uses words containing the spelling-sound relationships they know. Between the two types of texts, a meaningful and interesting story can be told.

Strategies for teaching comprehension

Learning to read is not a linear process. Students do not need to learn to decode before they can learn to comprehend. Both skills should be taught at the same time from the earliest stages of reading instruction. Comprehension strategies can be taught using material that is read to children, as well as using material the children read themselves.

Before reading, teachers can establish the purpose for the reading, review vocabulary, activate background knowledge, and encourage children to predict what the story will be about. During reading, teachers can direct children's attention to difficult or subtle dimensions of the text, point out difficult words and ideas, and ask children to identify problems and solutions. After reading, children may be asked to retell or summarize stories, to create graphic organizers (such as webs, cause-and-effect charts, or outlines), to put pictures of story events in order, and so on. Children can be taught specific metacognitive strategies, such as asking themselves on a regular basis whether what they are reading makes sense or whether there is a one-to-one match between the words they read and the words on the page.

Writing programs

Creative and expository writing instruction should begin in kindergarten and continue during first grade and beyond. Writing, in addition to being valuable in its own right, gives children opportunities to use their new reading competence. Research shows invented spelling to be a powerful means of leading students to internalize phonemic awareness and the alphabetic principle. Still, while research shows that using invented spelling is not in conflict with teaching correct spelling, the National Academy of Sciences report does recommend that conventionally correct spelling be developed through focused instruction and practice at the same time students use invented spelling. The Academy report further recommends that primary grade children should be expected to spell previously studied words and spelling patterns correctly in final writing products.

Smaller class size

Class size makes a difference in early reading performance. Studies comparing class sizes of approximately 15 to those of around 25 in the early elementary grades reveal that class size has a significant impact on reading achievement, especially if teachers are also using more effective instructional strategies. Reductions of this magnitude are expensive, of course, if used all day. An alternative is to reduce class size just during the time set aside for reading, either by providing additional reading teachers during reading periods or by having certified teachers who have other functions most of the day (e.g., tutors, librarians, or special education teachers) teach a reading class during a common reading period.

Curriculum-based assessment

In first grade and beyond, regular curriculum-based assessments are needed to guide decisions about such things as grouping, the pace of instruction, and individual needs for assistance (such as tutoring). The purpose of curriculum-based assessment is to determine how children are doing in the particular curriculum being used in the classroom or school, not to indicate how children are doing on national norms. In first grade, assessments should focus on all of the major components of early reading: decoding of phonetically regular words, recognition of sight words, comprehension, writing, and so on.

Informal assessments can be conducted every day. Anything children do in class gives information to the teacher that can be used to adjust instruction for individuals or for the entire class. Regular schoolwide assessments based on students' current reading groups can be given every six to 10 weeks. These might combine material read to children, material to which children respond on their own, and material the child reads to the teacher individually. These school assessments should be aligned as much as possible with any district or state assessments students will have to take.

Effective grouping strategies

Children enter first grade at very different points in their reading development. Some already read, while others lack even the most basic knowledge of letters and sounds. Recognizing this, schools have long used a variety of methods to group children for instruction appropriate to their needs. Each method has its own advantages and disadvantages.

The most common method is to divide children within their own class into three or more reading groups, which take turns working with the teacher. The main problem with this strategy is that it requires follow-up time activities children can do on their own while the teacher is working with another group. Studies of follow-up time find that, all too often, it translates to busywork. Follow-up time spent in partner reading, writing, working with a well-trained paraprofessional, or other activities closely linked to instructional objectives may be beneficial; but teachers must carefully review workbook, computer, or other activities to be sure they are productive.

Another strategy is grouping within the same grade. For example, during reading time there might be a high, middle, and low second-grade group. The problem with this type of grouping is that it creates a low group with few positive models.

Alternatively, children in all grades can be grouped in reading according to their reading level and without regard to age. A second-grade-level reading class might include some first-graders, many second-graders, and a few third-graders. An advantage of this approach is that it mostly eliminates the low group problem, and gives each teacher one reading group. The risk is that some older children will be embarrassed by being grouped with children from a lower grade level. Classroom management and organization for reading instruction are areas that deserve further research and attention.

Tutoring support

Most children can learn to read by the end of first grade with good-quality reading instruction alone. In every school, however, there are children who need more assistance. Small-group remedial methods, such as those typical of Title I or special education resource room programs, have not generally been found to be effective in increasing the achievement of these children. One-to-one tutoring, closely aligned with classroom instruction, has been effective for struggling first-graders. While it is often best to have certified teachers working with children with the most serious difficulties, well-trained paraprofessionals can develop a valuable expertise for working with these children. Trained volunteers who are placed in well-structured, well-supervised programs also can be a valuable resource.

Home reading

Children should be spending more time on reading than is available at school. They should read at home on a regular basis, usually 20 to 30 minutes each evening. Parents can be asked to send in signed forms indicating that children have done their home reading. Many teachers ask that children read aloud with their parents, siblings, or others in first grade and then read silently thereafter. The books the children read should be of interest to them and should match their reading proficiency.

First Grade Instruction | Reading Topics A-Z | Reading Rockets

Group Reading Class for 3rd & 4th graders

noreply@blogger.com (Jill Sousa) — Mon, 05 Nov 2012 22:47:00 +0000

The Mouse and the Motorcycle by Bevery Cleary
Mondays at 4:30 PM

One of the best tools available to help improve your child's reading comprehension is to have them participation in a reading group.

Plot Summary:
Ralph is a mouse who lives in the run-down Mountain View Inn, a battered resort hotel in the Sierra Nevada of California. Ralph longs for a life of danger and speed, wishing to get away from his relatives, who worry about the mice colony being discovered. One day a boy named Keith Gridley and his family visit the hotel on their way through California. Keith leaves a toy motorcycle on his bedside table, which interests Ralph. While Keith is away, Ralph attempts to ride it, but cannot figure out how to start it. Startled by a telephone ring, he and the motorcycle fall into a metal wastebasket.

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Tell family tales

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Helping Struggling Readers

Related articles

Teaching Kindergarten Reading

First Grade Reading

Training in alphabetic basics

A proper balance between phonics and meaning in their instruction

Strong reading materials

Strategies for teaching comprehension

Writing programs

Smaller class size

Curriculum-based assessment

Effective grouping strategies

Tutoring support

Home reading

Group Reading Class for 3rd & 4th graders

Writing Workshops & Writing Classes
Rancho Santa Margarita, CA