How Can I Improve My Child's Reading?

Parent Brochure

How Can I Improve My Child's Reading?

Parents are more concerned about their child's progress in reading than in any other subject taught in school, and rightfully so. In order for students to achieve in math, science, English, history, geography, and other subjects, reading skills must be developed to the point that most of them are automatic. Students cannot struggle with word recognition when they should be reading quickly for comprehension of a text.

Since reading is so important to success in school, parents can and should play a role in helping their children to become interested in reading and in encouraging their growth in reading skills. At the same time, parents and teachers need to work together. Many teachers are now sending home practical ideas for parents to use with their preschoolers. As a result, young children are developing some of the skills at home that will later help them in school.

What Can Parents Do To Help their Preschoolers in the Learning-To- Read Process?

Research shows that children learn about reading before they enter school. In fact, they learn in the best manner-through observation. Young children, for example, see people around them reading newspapers, books, maps, and signs. Parents can do a lot to foster an understanding of print by talking with their preschoolers about signs in their environment and by letting their children know they enjoy reading themselves.

As I Read to My Preschooler, What Should I Do Specifically?

Many parents recognize the value and enjoyment of reading to their young children, but perhaps they are not clear about the specific skills that could be enhanced through the process. Most important, reading should be an enjoyable experience. Research reveals that when young children experience warm and close contacts with their parents when they are being read to, they develop more positive attitudes toward reading.

Run your index finger under the line of print. This procedure is simple and helps children begin to notice words and that words have meaning. They also gain an awareness of the conventions of reading (e.g., one reads from left to right and from the top of the page to the bottom; sentences are made up of words; and some sentences extend beyond a single line of print).

One of the greatest advantages of reading to preschoolers (or children of any age) is the opportunity for vocabulary development. Children learn the meaning of words through good literature; words take on rich meaning when used in an interesting story.

What Can I Do for My School-Age Child Who Doesn't Like To Read?

In the early elementary years, from first through third grades, children continue learning how to read. It is a complex process, difficult for some and easy for others. Care must be taken during these early years not to overemphasize the learning-to-read process. Reading for pleasure and information develops reading interests and offers children the opportunity to practice their reading skills in meaningful ways. Parents of elementary-age children should provide reading materials in the home that arouse curiosity or extend their child's natural interest in the world around them.

By encouraging and modeling leisure-time reading in the home, parents take the most important step in fostering their child's reading development.

How Can Reading Research Information Be Useful to Me, As a Parent?

Current research in reading reveals three important considerations for parents and teachers:

Children who read, and read widely, become better readers.

Reading and writing are complementary skills.

Parents are important to children both as role models and as supporters of their efforts.

What Does Research Say About Ways Parents Can Help Their Children With Reading?

The following suggestions have been beneficial to many parents:

Provide a good role model-read yourself and read often to your child.

Provide varied reading material"some for reading enjoyment and some with information about hobbies and interests.

Encourage activities that require reading-for example, cooking (reading a recipe), constructing a kite (reading directions), or identifying an interesting bird's nest or a shell collected at the beach (using a reference book).

Establish a reading time, even if it is only 10 minutes a day.

Write notes to your school-age child; encourage written responses.

Ask your child to bring a library book home to read to a younger sibling.

Establish one evening a week for reading (instead of television viewing).

Encourage your child in all reading efforts.

Where Can I Find More Information About Increasing My Child's Interest in Reading?

Contact your local library. Most libraries have summer book clubs and special reading activities for children.

Many organizations will provide free information to parents who'd like additional ideas. Send a stamped, self-addressed envelope to any of the following groups:

International Reading Association
800 Barksdale Road
Newark, DE 19711

ERIC Clearinghouse on Elementary and Early Childhood Education
University of Illinois
College of Education
805 W. Pennsylvania Avenue
Urbana, IL 61801-4897
http://ericps.ed.uiuc.edu/ericeece.html

American Library Association
50 East Huron Street
Chicago, IL 60611

Sources

Most of the following references-those identified with an ED or EJ number-have been abstracted and are in the ERIC database. The journal articles should be available at most research libraries. For a list of ERIC collections in your area, contact ACCESS ERIC at 1-800-LET- ERIC.

Loveday, E. and Simmons, K. (1988). "Reading At Home: Does It Matter What Parents Do?" Reading, 22 (2), 84-88. EJ 376 103.

Moore, S. A. and Moore, D.W. (1990). "Emergent Literacy: Children, Parents, and Teachers Together (Professional Resources)." Reading Teacher, 43 (4), 330-31. EJ 403 669.

Resh, C.A. and Wilson, M.J. (1990). "The Teacher-Parent Partnership: Helping Children Become Good Readers." Reading Horizons, 30 (2), 51-56. EJ 402 262.

Scott, J.A., et al. (1988). From Present to Future: Beyond "Becoming a Nation of Readers." Urbana, IL: University of Illinois Center for the Study of Reading. ED 302 823.

Teale, W.H. and Martinez, M.G. (1988). "Getting on the Right Road to Reading: Bringing Books and Young Children Together in the Classroom." Young Children, 44 (1), 10-15. EJ 380 635.

For more information on this subject, contact:

ERIC Clearinghouse on Reading and Communication Skills
Indiana University, Smith Research Center
2805 East 10th Street, Suite 140
Bloomington, IN 47408-2698
(812) 855-5847
(800) 759-4723
http://eric.indiana.edu/

Written by Beverly B. Swanson, Director, ACCESS ERIC.

This publication was prepared by ACCESS ERIC with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under contract No. RI890120. The opinions expressed in this report do not necessarily reflect the positions or policies of the Department of Education.

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