| For many people, reading is second nature. | | | | get a book or search online for a list of Greek |
| Whether a map, a sign, or directions on a cake | | | | and Latin roots. Many of our words today are |
| mix, the skill of reading is necessary to succeed in | | | | derived from these and having a base knowledge |
| everyday life. However, for many children, the | | | | of the more common ones will help improve |
| lines and circles on paper might as well be a set | | | | vocabulary. |
| of mysterious hieroglyphics because these | | | | * Teach your child to understand prediction. After |
| youngsters can gather no meaning from what | | | | reading, ask your child to predict what will happen |
| they see. Parents of struggling readers often | | | | next. Continue to do so and have him or her |
| have no idea what to do to help their child. If your | | | | revise their predictions. This is using critical thinking |
| child struggles to read, the following tips may help | | | | and may not come easy at first but is a key |
| you help them. | | | | component of good reading. |
| * Have your child's hearing and vision checked. | | | | * After they have mastered prediction, teach |
| This may sound simple, but sometimes there are | | | | inference. The main difference between an |
| defects in vision and hearing that prevent a child | | | | inference and a prediction is that a prediction can |
| from being able to focus on the written page. | | | | be proven either true or false. An inference may |
| Also, if a child doesn't hear correctly, then the | | | | never have the answer explicitly given. A good |
| sounds that letters make may not make any | | | | example to use is, "If I am going out and I take |
| sense. | | | | my umbrella, what do you think the weather is |
| * Teach the four types of text to your child. | | | | like?" You child will probably say raining. However, |
| Experts recognize four text types: narrative, | | | | you can point out to them that the umbrella may |
| expository, persuasive and technical. Good | | | | be because you don't want to be in the sun. |
| readers automatically understand that each text | | | | * Be sure your child understands the difference |
| type calls for a different skill set in order for | | | | between fact and opinion. Your child will be |
| comprehension to occur. A struggling reader will | | | | bombarded with many reading materials that give |
| not necessarily understand the difference in | | | | opinions as facts. Help them to know which is |
| reading a recipe, a novel, and a school text book. | | | | which. Television commercials are a good tool for |
| Some reading material can be scanned for the | | | | discussing this element. |
| important information, while other material needs | | | | Above all, continue to read to your child even |
| to be read word for word. Help your reader | | | | after they get older. Struggling readers need to |
| determine the best method. | | | | hear what a good reader sounds like. It helps |
| * After reading short passages, ask your child to | | | | them try to mimic your phrasing and intonation. |
| retell the information in his or her own words. You | | | | As you read, you may also think out loud. Tell |
| will be able to tell if the true meaning of the text | | | | your child what is going through your mind so that |
| has come through. | | | | they can see that you are thinking constantly as |
| * Use synonyms and antonyms to help with | | | | you process your reading. |
| meaning of new and unfamiliar words. Vocabulary | | | | Never give up on helping your child to read. |
| plays a big role in reading comprehension. Also, | | | | Reading is a gift that every child deserves. |