Topic: Beginning Reading
This toolkit helps teachers and families understand what the alphabetic principle and phonics are and how to support a child's development of these important reading skills.
This toolkit helps teachers and families understand what fluency is and how to support a child’s development of fluency with text.
This toolkit helps parents and families understand the many different skills involved with teaching your child to learn to read and how to support your child's reading development at school and home.
This toolkit helps teachers and families understand the difference between phonemic and phonological awareness and how to support a child's development of these important reading skills.
This toolkit, developed in collaboration with the Idaho State Department of Education, helps parents and families use everyday time together as an opportunity for learning and building reading skills.
This toolkit helps parents and families take part in literacy experiences at home to develop children’s reading and language skills.
Participar en experiencias de alfabetización en el hogar puede desarrollar la capacidad de lectura, la comprensión y las habilidades lingüísticas de su hijo. Las actividades en las que puede participar en casa incluyen: lectura conjunta, dibujo, canto, narración de cuentos, recitación, juegos y rimas. Puede adaptar las actividades a la edad y el nivel de habilidad de su hijo, y puede incorporar la tecnología en sus oportunidades de aprendizaje.
Aprender a leer es difícil y no sucede naturalmente. Requiere instrucción explícita y sistemática, lo cual es especialmente importante para los lectores con dificultades. Aprender a leer implica muchas habilidades diferentes que deben enseñarse a su hijo. La instrucción en conciencia fonológica, fonética, fluidez, vocabulario y comprensión ayudará a su hijo a aprender a leer.
You can coach your child’s literacy learning at home. This means interacting with and guiding your child so he or she grows and succeeds.
Fluency is the ability to read words, phrases, sentences, and stories accurately, with enough speed, and expression. It is important to remember that fluency is not an end in itself but a critical gateway to comprehension.
Repeated readings, goal setting, corrective feedback, and graphing performance can help build Fluency with Text.
Phonological awareness involves being able to recognize and manipulate the sounds within words. This skill is a foundation for understanding the alphabetic principle and reading success. There are several ways to effectively teach phonological awareness to prepare early readers, including: 1) teaching students to recognize and manipulate the sounds of speech, 2) teaching students letter-sound relations, and 3) teaching students to manipulate letter-sounds in print using word-building activities.
Las dificultades se pueden detectar temprano, haga estas preguntas si tiene inquietudes sobre el progreso de su hijo en la escuela.
Preguntas para hacer sobre las evaluaciones y la instrucción de su hijo en la escuela.
Preguntas para hacer sobre las habilidades de lectura de su hijo.
Pages
Beginning Reading Resources
This list includes storybooks that lend themselves to interactive reading strategies. Tempe's principal investigator explains how to select books for interactive reading in Selecting Books for Interactive Reading.
Topic: Beginning Reading
Use this dialogic reading planning tool to help teachers develop questions and prompts for repeated readings of a storybook using the framework described in A Three-Level Framework for Dialogic Reading.
Topic: Beginning Reading
District and community staff who work with school administrators and preschool staff can use the template to work through a comprehensive set of options that can be implemented at the school or program level for improving practice in preschool language and literacy, including standards, assessments, coaching supports, professional development, curriculum planning, supervision policies, and so forth.
Topic: Beginning Reading
The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2023 National Center on Improving Literacy. https://improvingliterarcy.org
