Community Magazine July 2009

RIFKA SCHONFELD I NSIGHTS INTO EDUCATION What is Reading Readiness? Emerald Dechant defines reading readi- ness as the point when the pupil is ready to learn to read. Others, like Marie Clay, identify reading readiness as “a transi- tion extending over several months during which time the child gradually changes from a non-reader to a beginning reader.” There are several stages involved in read- ing: pre-reader, emerging reader, beginning reader, and the fluent reader. Pre-readers like looking at books and enjoy when somebody reads to them. A child behaves like a reader, holding books, and pretending to read from left to right. They use pictures to tell a story. They learn about words from songs, rhymes, signs and food packaging. During the next stage, emerging read- ers begin to match written words with spoken words, understanding relationships between letters and sounds. Emerging read- ers find pictures helpful and learn that words express messages that are consistent with the text. The emerging reader is ready to receive instructions about reading and begins to experiment with words aloud when reading. During the early reader phase, a child gains confidence when sounding out words and uses methods to decipher meaning. With more practice, the child will begin to recognize many different words. Because of their growing comfort, early readers are willing to try new texts they haven’t seen. The highest level of reading is fluency, at which point the child finds reading an enjoyable activity. Transforming from one stage to the next does not happen by itself. The time for children to start reading is already just a few months after birth and continues during pre- school, when children are able to develop basic reading skills. They can then build on that early foundation as they grow older. How can parents prepare stu- dents to become fluent readers? Read to your child every day. • Lev Vygotsky, a noted psychologist, posited that a child can learn at much higher levels when he or she receives the help of an adult. It is therefore essential for parents to become involved in the process, by setting aside time to read to their child. Make reading fun • . Children who view reading as an enjoyable activity will want to continue. Incorporating fun activities are ways to get children to read. Having children articulate their actions builds communication and read- ing skills, while at the same time makes the task of reading fun and interactive. You can also bring reading to life. If you finished reading If You Give a Mouse a Cookie, you can bake cookies. If you read The Carrot Seed , plant one. Activities that allow children to see read- ing as something that is not confined to an academic environment will motivate them to read. This motivation will enable them to gain skills and grow to become life-long readers. Listen to your child read. • When your child is old enough to read, encour- age him or her to read to you. Be sure to choose books that are appropriate for the child’s level. A book in which your child is struggling with more than five words per page, is too difficult. Here are some suggestions for when your child reads aloud to you: Talk about the book before your child • begins reading. Read the title and ask if he or she has read the book. Don’t feel you need to correct every • error. Give your child a few moments to correct himself. If he does not notice his mistake, occasionally correct it yourself. Keep reading sessions to a maximum • of fifteen minutes. Encourage your child and praise • him or her to build confidence. Listening to your child allows him the opportunity to practice reading comfortably without a teacher listening. Why is reading readiness important? Reading readiness is the building block for successful reading. When a child feels excited, secure, and supported, that child is more likely to pick up a book in the future. Most of us take for granted the ability to read signs, labels, and billboards, but reading is not a skill that develops on its own. With a few steps and a few min- utes a day, we can nurture our children’s curiosity and cultivate life-long readers. Rifka Schonfeld is Director of S.O.S. (Strategies for Optimum Student Success) T wo-year-old Sarah and her mother are sing- ing a song. “The elephant goes like this,” they chant, moving around. Sarah gig- gles and they continue, “He’s terribly big,” as they stand up while reaching their arms up high. “He’s terribly fat,” they stretch their arms to the sides. Not only are Sarah and her mother having fun through singing, Sarah’s mother was also integrating skills needed for reading. The song’s content and actions teach Sarah about animals, movement, parts of the body, and humor. These are four areas that lead to reading readiness. Setting the Stage for Books: Reading Readiness 108 Community magazine