If you ask your first grader to read aloud to you and he resists doing so, this may be a warning that there’s a problem. Children who struggle often find reading is such a belabored process they avoid it. If your child does agree to read to you, listen to how they read the words on the page. Does your child skip over words, mispronounce words or replace some words with others? Do they notice the error and go back to correct it or does she keep going unaware there is a problem? While your child may make some mistakes as they learn to read it is the frequency of the errors that can indicate a problem.
Toddlers and preschoolers often love to make up silly rhymes or make you sing nursery rhymes to them until you lose your voice. Rhyming helps children to learn how to differentiate words that sound similar and is an important step in the early reading process.
First graders should be able to recognize 100 words by the time they complete first grade. But even before they enter kindergarten, they should be able to learn and remember simple sounds and words. If your child has problems remembering words this may be an indication they will have trouble learning to read.
Does your child ball when you ask him to read? If your son or daughter is having difficulty learning to read then they may think it is too hard and refuse to engage in the activity. If your child likes having you read to them but refuses to read to you then don’t force it. Instead, you will want to find out why they don’t like reading aloud and work with them to resolve the problem.
It isn’t uncommon for children to mispronounce certain words, but if you notice that your child is doing this frequently, it may indicate other learning problems. It can be that they aren’t hearing the distinction between certain syllables or they can’t blend words properly.
TIME TO HELP:
1. They lack or are slow to pick up phonemic awareness skills.
2. They have trouble with blending and segmentation of words and can’t discern where one ends and another begins.
3. They can’t replace one letter with another and pronounce the new one correctly, as in “big” and “pig.”
4. They often can’t match written letters with the sounds they make when spoken.
5. They have poor memory retrieval as evidenced by slow letter-naming.
6. They have difficulty making the leap to the alphabetic principle, the idea that particular letters represent particular sounds.
7. They don’t automatically decode the words, but slowly and laboriously try to blend them.
8. They read in a monotone, rather than with expression, indicating poor comprehension.