| Teaching children to read and write can be a | | | | then ask your child to repeat them. Flashcards |
| complex process. Many different methods can be | | | | with individual words written on them or picture |
| employed to teach children to read and write. | | | | books are often the favourite media to use. |
| Some of the main methods used in schools today | | | | Make your own flashcards or better still combine |
| have been outlined below. Remember that | | | | this method with the language experience |
| teachers have limited time to teach children to | | | | approach and ask your child to help you make the |
| read and write and thus parents can make a very | | | | flashcards. Draw a picture then write a short |
| significant contribution to how quickly a child learns | | | | sentence underneath to explain the drawing. Ask |
| to read and write. | | | | your child to take a card then point to each |
| Phonics | | | | individual word as you repeat the short sentence |
| Phonics is a method of teaching children to read | | | | over and over. |
| using sounds. It is recommended to begin teaching | | | | Make separate picture cards that can be used |
| your child around the age of five or six. Teaching | | | | together to construct sentences. |
| English reading using phonics requires children to | | | | Context Support Method |
| learn the connections between letter patterns and | | | | When your child is just learning to read it is |
| the sounds they represent. | | | | important to allow them to contribute in choosing |
| The main advantage using phonics over just | | | | books. Let them use books with subject matters |
| teaching your children the alphabet is that once | | | | that really interest them. |
| your child as learned the main sounds that make | | | | Books have been specially written to support this |
| up a word your child can read many different | | | | method of learning. You will find a longer sentence |
| words. The sounds your child learns can then be | | | | on one side of the page while the other side has |
| blended together to form words. | | | | a single word or maybe two to three words for |
| For example get your child to pronounce the | | | | your student to read. You will read the longer |
| following word sound a-t. | | | | sentence while your child reads the simpler |
| When they are comfortable with forming the | | | | version. |
| sound the following words will be easy for them | | | | Point s worth noting: |
| to pronounce, c-a-t, s-a-t, and m-a-t. | | | | 1. Try to read every day with your child even 5 |
| Learning books that incorporate sound are much | | | | minutes a day can make a big difference. |
| better then books for teaching phonics as each | | | | 2. Ask your child to read labels in the |
| word must be demonstrated over and over to | | | | supermarket. |
| achieve the highest level outcome. | | | | 3. Let your child browse for their own book. |
| The language experience approach | | | | 4. Praise your child's abilities. Always tell them how |
| The language experience approach is a method | | | | pleased you are with their reading |
| you may like to use. Your child will use their own | | | | 5. Don't tell your child you are worried about his |
| words. For example you have a pet dog. Ask | | | | her reading progress. This will only make matters |
| your child to draw a picture of the dog in the | | | | worse and knock the confidence of your child |
| garden. You can then add the words (My dog in | | | | 6. Ask other people to read with your child. Older |
| the garden) underneath the picture. | | | | siblings, grandparents etc. |
| Collect all the drawings you child draws and | | | | 7. If you do all the above and you are still |
| continue to add text to the drawings to describe | | | | worried, your child's hearing or eye sight may |
| the picture. Eventually you can ask your child to | | | | have something to do with the reading problem. |
| add their own description. | | | | Visit your doctor for a check-up because hearing |
| Finally make the drawings you have collected into | | | | or eyesight could affect his/her ability to learn. |
| a book that your child can refer to again and | | | | 8. Be patient and don't push your child to hard. |
| again. | | | | 9. Use books that are targeted at your child's age |
| Look and Say | | | | group. |
| Look and say is often considered to be the most | | | | 10. If you find books beyond your budget many |
| natural method used to teach children to read and | | | | charity shops sell children's books at 5 for 1 GBP. |
| write. Children learn to recognize whole words or | | | | Remember that children are individuals and your |
| sentences rather than the individual sounds that | | | | child might prefer one method above another or |
| make up the words. You ask your child to look at | | | | a combination of methods might achieve the best |
| a picture; you then say the word or words and | | | | results. |