Tips and Strategies for working with your Child

	Parent Workshop
	January 15 & 20, 2003

Key Factors in
Reading Motivation

	Adult Model
		Values reading and shares his or her love of reading with their children
	Book-Rich Environment
		Providing a wide variety of books for children to read increases the quality of their reading experiences

"Choice"

	Choice
		Books that children find most interesting to read are those they have selected for their own reasons and purposes
	Sharing
		Talk about the book, share the literacy experience.

Phonological Awareness

	An oral language skill
	The ability to hear and manipulate the sounds in words – it is not explicitly connected to letters in print

"Precursor to reading:"

	Precursor to reading:
	Recognition of
	Rhyme and Alliteration

Rhyme

	Listening to and reciting nursery rhymes
	Sharing poems and riddles
	Singing songs

Phoneme Blending

	The ability to blend sounds is likely to develop along with reading ability; each supports the development of the other.
	What word do you get when you blend together
	/z/…/i/…/p/?

Letter Names and Sounds

	Children need literacy rich experiences that will encourage them to learn the letters and letter sounds that constitute reading
	Drill letter names in isolation?
	Point out letter names in text?

Syllable Splitting

	The ability to isolate “rimes” and “onsets” develops along with reading ability;  each supports the development of the other.
	When words share the same “rime”, such as fair and pair, they rhyme.

Model how important literacy is in your natural day to day interactions.

	Talk about what you have read/are reading
		Newspapers
		Phone books (give your child an old one)
		Letters, e-mail
		Bills

Reading/Writing Connection

	Talk about what you are writing/have written
		Phone numbers
		Phone messages
		Messages/notes/letters to friends
		Grocery list (have your child make one too)
		Checks

“Magical Moments” in Literacy Development

	Writing is talk written down!
	Print carries a message!
	There are certain consistencies about print!

"“Print is print”"

	“Print is print”
		Written using a pencil, crayon, or paintbrush
		Published in a book, scribbled on a wall,  environmental print – MacDonald's, Stop and Shop

"Print can appear by itself..."

	Print can appear by itself or with pictures
	It can be handwritten, printed in italics, ALL CAPS – it still reads the same way.

“Taking a BOOK WALK”

	Read the title.
	Turn the pages one by one and comment on pictures, characters, etc. – talk about it – interact.
	What's happening in the story? (Prediction)
	Go back to the beginning of the story and start reading

"Go back to the beginning..."

	Go back to the beginning of the story and start reading - interact
	Read a page or two, comment about a character or event -interact
	Encourage your child to offer insights, ask questions – interact
	Enjoy the story!  Reread?  Retell?

Read, share, relax, enjoy!

Back to Home