this beginning reading stage, it is a good idea to relate things such
as animals, characters, and inanimate objects to words on pages. In
other words, if reading “Jack and Jill”, point out pictures of Jack and
Jill characters in relation to their names. Ask who Jack is. Point to
and have readers acknowledge Jack’s name. Ask who Jill is. Point to and
have readers acknowledge Jill’s name. If the word “grass” is on a page
and a picture of grass is in a drawing, have preschoolers imitate you as
you point to the word grass and then point to the picture of grass.
completing a book in which preschoolers point out words, read the same
book again the following day or later that evening. The purpose of
rereading books is to reinforce words preschoolers learn before they
forget them. Repetition or practice is essential when teaching
preschoolers how to read.
helpers and preschoolers read a book three or four times, encourage
children to read “pages” without your help. “I bet you can read this
page all by yourself now.”
children attempt to read pages, helpers can either resume pointing out
words, encourage readers to point out words as they go, or do both. When
necessary, help children pronounce words by partially pronouncing
(sounding out) words for which they have difficulty remembering. Let
them - as much as feasible - finish words helpers only begin. Give lots
of praise and high-fives as children complete individual sentences,
paragraphs, and pages. Eventually, they will begin to read on from one
page to the next without hesitation.
Give children the biggest praise possible once they complete their first books!
should note that some beginning learners might be reluctant to explain
pictures at first. Should this happen simply take turns deciphering
pages - helpers first - until children are comfortable with the idea.
Then progress to having children explain every other page or so; and
eventually they will explain any page asked. This method keeps children
from becoming overwhelmed and keeps them from developing learner
is a key factor in teaching children to read. Whether they get one word
or ten words correct during a sitting, congratulate them for any number
of words they get correct - deemphasize the fact that they missed
words. They will learn more words next time.
not rush the reading process, instead, remember that according to
school standards, preschoolers are still young, and do not “need” to
read until age five or six. Any reading they accomplish in their younger
years gives them edges on their peers but hampering is not likely to
occur if they do not learn just yet.
your own books in front of children. This gives them the idea that
reading is important because older folks are doing it. Most children
automatically imitate those around them.
children to continue reading and help improve their reading progress by
getting them books of their own. Get library cards for them so “they”
can select books and check them out at libraries. Ask them what stories
are about when they read books on their own. Read some of their books on
your own so you can discuss the stories with new readers. This will
allow you to assess their understanding of what they are reading. If
they are having trouble with comprehension, helpers can point out
information in stories all have read that young readers did not
teaching preschoolers or any children how to read, talk - even brag if
you like - about the children’s reading success, no matter how small, to
family and friends while the children are present. This gives children
confidence, makes them feel proud of themselves and, hopefully, will
gain them well-deserved kudos from others interested in their
well-being. Oh... and one more thing, do not forget about flash cards,
computer word games, and preschool educational television programs that
help with word recognition and phonics.
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