Quite often I’ve heard of parents telling me that their child likes to read (the words) but shows little understanding of the content in the story. Or some parents share that their child loves listening to stories, understands the story but can’t read. They can’t identify letters and sounds.

All children deserve to read. Some might not be able to read due to difficulties in decoding issues, fluency or book handling difficulties. These can impact comprehension and access to their school curriculum.

So what is reading? What are the processes involved in learning to read?

Below are some skills and knowledge that assists in word reading development (Cain, 2010)

1. Print awareness – understanding that the lines on the page represent language
2. Letter knowledge – knowing that most letter names contain sounds that can be used to relate the spelling of a word to its pronounciation. For example, letter B contains the sounds that starts the words ‘bee’ and ‘bean’.
3. Phonological awareness – having the ability to identify and manipulate the sound structures of words. For example, knowing the words have syllables and is made up of phonemes /sounds.

The ability to read and understand a passage of text depends upon two equally important skills

1. The ability to decode the words in the text
2. The ability to understand the language the text is written in

Children who do not have problems understanding spoken language and who are able to fluently and easily decode text do not have problems with reading comprehension. However, children who do have problems with reading comprehension always have problems with either the ability to understand language or the ability to decode written words.

What are some of the strategies that we can use to help our children to learn to read text?

According to research (National reading panel 2000; Scammaca et al., 2007; Singleton, 2009), the elements of effective reading instructions should include the following:

1. Phonemic awareness and the teaching of phonics
2. Decoding and word studies, including the learning of a sight vocabulary
3. Language development including vocabulary development
4. The explicit teaching of comprehension strategies
5. Meaningful writing experiences
6. The development of fluent reading by reading and re reading familiar texts
7. A wide range of reading materials
8. Opportunities for both guided and independent reading
9. Evidence based programmes that gives children the best chance of success

Here are some strategies from the HANEN PROGRAMME

Let’s look at how books can help your child to like reading

1. Choosing the right books, e.g. choosing books that helps your child to generalise words he knows. For very young children, we can choose a book that are good for pointing and naming things.
2. Read the right way, by saying less and stress, go slow and show! You can try to simplify and shorten what is written. You can try to be animated and expressive, do exaggerate key words and pause between words and phrases to prompt your child to take turns. Do give your child the opportunity to show you he likes or understands the story by pointing, turning a page or following simple directions.
3. And last of all but certainly not the least, do adapt reading to your child’s level of communication, using the right questions and by using the right book.

With this in mind, we hope you will enjoy reading to, reading with and being read to!

References

Cain, K. (2010). Reading development and difficulties (Vol. 8). John Wiley & Sons.

Sussman, F. (2012). More Than Words: A Guide to Helping Parents Promote Communication and Social Skills in. Hanen centre.

Scammacca, N., Vaughn, S., Roberts, G., Wanzek, J. & Torgesen, J.K. (2007) Extensive reading interventions in Grade K–3: From research to practice. Portsmouth, NH: RMC Research Corportation, Center on Instruction.

Singleton, C. (2009). Intervention for Dyslexia. Bracknell: The Dyslexia-SpLD Trust.

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