Learning to read is a process that takes time. Children do not automatically learn to read. It is
not a natural process like learning to communicate verbally. Children need instruction and guidance to
become good readers. Before they learn to read words, they can grow in a basic understanding of what
reading is. When parents read to their children, the children develop positive feelings about reading.
They can learn that books contain stories and information, but more importantly, they learn to associate
books with the comfort and care of their parents. In early reading instruction, students learn basic print
concepts. They learn that we read from the left to the right, from the top to the page to the bottom.
They learn to turn pages from the front of the book to the back. They begin to see that words are
separated by spaces, and that individual words, and then words combined into sentences, have
meaning. At this early stage of reading, parents can be the best teachers. Holding a child on your lap
while reading to them, pointing at the words, reading with expression, and talking about the stories you
read will help build a good foundation in literacy for your child.
Early reading skills develop as you talk with your child. Narrate your activities together. Use a
variety of words as you describe things around you or talk about the things you are doing. At this stage
of development, reading is based in sound more than it is in letters. Help your child distinguish the
sounds that they hear, not only in words but also in the world around them: the chirping of birds, the
sound of wind in the trees, or the sounds of traffic zooming by. Learning the different sounds that
animals make is a good way to practice “phonemic awareness.” Playing games with the sounds in words
is a great way to prepare your child to read. An example would be to say, “I see the blue s—k—y. Ask
the child what word is made with the sounds s—k—y. (This is a surprisingly difficult thing for young
children to do). The more your child is able to listen and blend sounds together, the better he or she will
be at reading words later. Segmenting is another important part of phonemic awareness. Ask your child
to tell you the sounds in a word. You might say “sun,” for example, and ask your child to identify the
three sounds that are in the word (s—u—n). Rather than starting with the names of letters, focusing on
the sounds in words will accelerate your child’s ability to read.
There does come a point, of course, when children need to be able to recognize and name
letters. They need to learn that each letter has a name, and that each letter makes a sound. Some letters
have more than one sound, but in school we generally start with the most common sounds represented
by letters. Later they learn that some letters represent more than one sound. For example, the letter c
can sound like k or s, and the letter g can sound like a g or a j, as in gum or gem. In the beginning phases
of reading, we generally teach one sound for each letter, but as a child progresses, they learn that some
letters represent more than one sound, and that some sounds are represented by more than one letter.
Pre-reading skills, such as listening to sounds, and early reading skills, like associating letters
with certain sounds, are important building blocks for reading.
Children can learn important
concepts about reading before they begin to read on their own. By listening to stories, playing games
with sounds, and learning the sounds associated with letters, children develop skills that help them to
become good readers. With practice and guidance, children can learn to decode words, blending the
sound of each letter together to form meaningful words and phrases. As they learn to decode, or “sound
out” words, they practice fluency and comprehension skills. This is a critical stage in development for
good readers. If the words do not “flow” at a good pace, it’s hard to keep track of their meaning.
Students who struggle to decode words have a hard time making sense of the words they read.
Early intervention is critical for young readers who struggle. Too often, parents and teachers say,
“They will catch on eventually. There’s no cause for concern.” But delaying intervention can have long-
lasting consequences. If students are not “catching on” to reading, we need to notice this and provide
the support they need as soon as possible. If we delay, students can develop some bad reading habits,
the worst of which is that they come to believe that they are just not good at reading. The negative
feelings that develop when a child struggles to read can cause problems for years. The longer we delay
interventions, the more difficult it will be to overcome early reading struggles.
When a child believes that he or she is not good at reading, there are negative consequences.
The child will avoid reading because it is difficult. This means they will get less practice and will fall even
further behind. Children who struggle with reading will begin to believe that they are not as capable or
good as other children. This is a downward spiral that affects more than just their ability to read well.
Children who read well in early stages of learning experience a boost in self-esteem. They see
themselves as capable, not only in reading, but in other areas as well. When they feel successful as
readers, they spend more time reading, which helps them to grow even more in their skills. They are
willing to take on challenges, believing they can do hard things. As they grow in reading skills, they are
exposed to a variety of words and ideas. They develop a higher and broader vocabulary. They are able to
read about things that interest them, building background knowledge that accelerates their reading
skills.
Because we see early grades as the time for “learning to read” and higher graders (beginning in
about 3 rd grade) as a time for “reading to learn,” interventions can often be delayed until the need is
critical. I believe the best time for reading support and interventions is in kindergarten and first grade.
We are building a foundation for all future learning, and it is critical that we pay attention to each child
to ensure that they are developing the skills they need. Waiting until second or third grade to identify
struggling readers is detrimental, and it causes problems that often can not be overcome.
At Island Park Charter School, we give a lot of attention and support to our early readers. They
work in small groups with an adult and with children who are working on the same skills. They often
have individual time with a teacher or volunteer to practice reading. This is a high priority for our school
because we know the importance of developing good reading skills, a love of reading, and each child’s
self-esteem. When our students feel successful, they develop a desire to read more. Most importantly,
they develop confidence and a belief that they can accomplish anything.
If your child is having difficulties with reading, do not delay interventions. There’s a lot at stake.
Hoping your child will eventually just “catch on” is not enough to ensure his or her success.