| Teaching reading to children can be a lot of fun, | | | | with the written word. They are the code to |
| as children love to learn. They can see you | | | | unlock what the words sound like. When your child |
| reading and they want to be able to read also. | | | | can read the word the same way as the word is |
| Children love stories, when they are growing up | | | | spoken then they will know what the word is. |
| they make up stories in their fantasy world all the | | | | Sandpaper letters come in handy because as your |
| time. So when you are teaching reading to | | | | child traces the words written with the sandpaper |
| children start by reading in bed. | | | | letters she also speaks it. This helps to plant the |
| Let your children pick the books they want to | | | | phonic sounds and phonic combinations in your |
| hear. Read aloud and as you are reading always | | | | child's brain. |
| underline the words you are reading with your | | | | A problem that does arise with phonics is when |
| finger or a pencil so your children know word | | | | the child is saying the new word using phonics |
| makes what sound. Also children love playing | | | | they speak the word too slowly. You must tell |
| games so when I am teaching reading to children | | | | them to say the word faster so it actually sounds |
| I use the Montessori approach. | | | | like the spoken word. When they can hear the |
| This is a combination of phonics and sandpaper | | | | word spoken then they should know the meaning |
| letters. Phonics are a must when you are teaching | | | | if they have already learnt the word. |
| reading to children so they join the spoken sounds | | | | |