Great volumes have been written concerning the teaching of reading, so lengthy that many hesitate to instruct anyone else in the practice of this foundational tool for communication and learning. Taking the process down to its simplest form, I challenge you to take a few moments to look at the basics, much of which you probably know, and then dare to teach someone to read. Keep in mind that this is a ministry. Those you instruct, will develop the tools necessary to read the Bible for themselves. Through His Word, they will learn of God's greatness and their role in His service. May God abundantly bless you as you bless others.
What do you need to get started?
An individual who wants to learn to read.
A caring attitude.
Vowels - a,e,i,o,u - sometimes y & w
- A long vowel sound - Sounds like the name of the vowel.
- In syllables - A long vowel is strong enough to hold its own.
- A short vowel sound - a - at; e - bet; i - it ; o - off; u - up
- In syllables - A short vowel is not strong enough to hold its own.
- boat - When two vowels go walking, the first one does the talking.
- home - The final e is silent in this vowel consonant vowel pattern.
- sir; fairly - Any vowel/vowels followed by an r are r-controlled. The vowel sound changes.
- The schwa sound is not a short sound, but sounds like uh as in about.
Consonants - Every letter that is not a vowel.
- Blends - two/three letters together - each says its own regular sound: blend string
- Digraphs - two/three letters together - a digraph creates one new sound:
Digraphs - sh, ph, th, wh, ch, tch
1. Make learning to read an enjoyable experience. Speak kindly and correct mistakes gently.
2. Do not provide the word until he/she has made effort to figure it out- about 5 seconds. The reader may
find the beginning sound easy and need encouragement to decode the rest of the word. Too many children are prevented from learning to read because someone has always provided the answer before they had time to think and answer for themselves. Finally, before providing a difficult word, give clues.
3. Vocabulary can be a major stumblingblock. Talk about what words mean. Many words have multiple meanings. Just because your child can decode a word does not necessarily indicate that the meaning is understood.
1. Reading fluency is a key to comprehension. If you have to sound out every word, you will not know what you have read when you are through. Practice oral reading to develop fluency.
2. Ask the basic factual questions: who, what, where, when. Higher levels of thinking and problem solving are limited without the basic facts.
3. Ask: why and how. Use the facts to understand, apply, and evaluate.
Multiple Choice Tests:
1. When practicing with multiple choice questions, find a keyword in the question to find the answer in the text.
2. Scan the reading selection by quickly reading down the text, keeping focus with your index finger. Start to read at least one sentence or more above the keyword that you located. Read down the selection until you find the answer. If it is a factual question, you will usually find the answer this way. (Hint: Most multiple answer reading tests do not want you to use information that you already know. Just use the reading selection to answer the question. A reading test is just that – a test that tests your reading ability, not your prior knowledge.)
3. Draw a line through the answers you know are not right and decide between the best two. If the test is taken on the computer, you cannot line through the answers you do not want. Instead, hold the number of the first answer you like on the fingers of one hand. When you’ve determined your next best choice, it will be easier to keep track of the first answer you thought might be right. Now decide.
4. If the question is a factual question, and the answer is not easily found with a keyword search, read though each answer choice to find a keyword to research. This is more difficult, but sometimes necessary. Watch your time, don’t spend too much time on any one question. Come back to it later, if it is taking too long. The clock is your friend. Work with the clock.
5. If the question requires inference, using what you already know plus the information, then start with a statement like:
I know ______________ , because (my experience tells me), and the text says__________________.
6. Make sure you answered all the questions. Too often students miss questions by not completing a final review of the test. The final review is in two steps:
First, scan to make sure you answered all questions.
Second, read all questions and answers again. Make sure you still agree with your answers.
7. In review of a multiple choice practice page, a great way to check the accuracy of an answer is to state why all the other answers could not possibly be the correct answer. This gives your child the opportunity to explore the
thinking that is required to fully answer the question. It also helps to elimate guessing.
Reading is not an overnight process. Build a relationship while you build skills, and you will be blessed.
And whatever you do - no matter what is it - in word or deed, do everything in the name of the Lord Jesus and in [dependence upon] His Person, giving praise to God the Father through Him.
Colossians 3:17 Amp.
© Mary Willock, 2014 - 2020 You have permission to print copies of this article for use in your personal or church related use.
Clipart from Microsoft Word.
Clipart from Microsoft Word.