Every step a child takes in learning to read leads to another. Bit by bit the child builds the knowledge necessary to be a reader. Through their first six years, most children talk and listen. Listen to stories read aloud. Pretend to read. Learn how to manage books. Read more about pressure and how it works. Identify letters by name and form. Identify separate sounds in spoken language. Write with scribbles and drawing. Connect single letters with the sounds they make. Connect what they already know what they are reading. Anticipate what comes next in stories and poems. Connect combinations of letters with sounds. Recognize simple words in print. Summarize what the story is about. Write individual letters of the alphabet. Write words. Write simple sentences. Read simple books. Write to communicate. Read simple books. Children can take more than one of these steps at the same time. This list of actions, but gives you a general idea of how your child will progress towards reading. Speak and listen from the very beginning, children try to imitate the sound that they hear us make. They “read” looks on our faces and our movements. That is why it is so important to talk, sing, smile and gesture to your child. Hearing you talk is your baby’s first step to becoming a reader, because it helps her to love language and learn words. Hearing you talk is your baby very first step to becoming a reader, because it helps her to love language and learn words. When your child gets older, continue talking with her. Ask her about the things she does. Ask her about the events and people in the stories you read together. Let her know you listen carefully to what she says. By engaging her in talking and listening, you also encourage your child to think as she speaks. In addition, you show that you respect her and her ability to continue learning. Reading together Imagine sitting your baby in your lap and read a book to him for the first time. How different from just talking! Now you’re showing him pictures. You point to them. In a lively way, you explain what the pictures are. You have just helped you child to take the next step beyond talking. You have shown him that words and pictures connect. And you have he started on the road to understanding and enjoying books. While your child is still a baby, read to him should become part of your daily routine. Choose a quiet time, like just before you put him in bed. This will give him a chance to rest between play and sleep. If you can, read with him on your lap or snuggled next to you so that he feel close and safe. When he gets older, he may have to move around some as you read to him. If he gets tired or restless, stop reading. Make reading aloud a quiet and comfortable time that your child looks forward to. Chances is very good that he will like to read any more because of it. Try to spend at least 30 minutes each day reading to and with your child. At first, do not read more than a few minutes at a time, several times a day. As your child grows older, you should be able to tell if he wants you to read for longer periods. Do not get discouraged if you have to jump over a day or do not always keep your schedule. Just get back into your daily routine as soon as you can. Most of all, do Make sure to read stop fun for both of you! What does it mean? From the earliest days, talk to your child about what you read. You can point to pictures and name what is in them. When he is finished, have him do the same. Ask him, for example, if he can find the little mouse in the picture, or do what is fun and right for the book. Later, when you read stories, read slowly and stop occasionally to think loud about what you’ve read. From the time the child is able to talk, ask him such questions about history, “What do you think will happen next?” Or “Do you know what a The castle is? “Answer his questions and, if you think he do not understand something, stop and talk more about what he asked. Do not worry if you occasionally break the flow of a story to make clear something that is important. But do not stop so often that the child loses track of what happens in the story. Look for books! The books you choose to read with your child is very important. If you are unsure about which books are right for your child, ask a librarian to help you choose titles. Introduce your child to books when she was a baby. Let her to hold and play with books made for children: books, board with study cardboard covers and thick pages, cloth books that are soft and washable, touch-and-feel books, or lift-the-flap books that contain surprises for baby to detect. Choose books with covers that have large, simple pictures of things she sees every day. Do not get upset If at first your child chews or throws a book. Be patient. Cuddling with the baby when you point to and talk with great excitement about the book’s pictures will soon catch her interest. When your child becomes a child, she will enjoy help select books for you to read to her. As your child grows into a preschooler and cheeks Gartner, two out of You can search for books with longer stories and more words on pages. Also look for books that have repetitive words and phrases that she can begin to read or recognize when she sees them. At the beginning of the first class, add this mixture some books for beginning readers, including some books that have chapters and some books that show photographs and provide true information rather than make-believe stories. Choose books with covers that have large, simple pictures of things she sees every day. Remember that small children often enjoy books about people, places and things that are like them, they know. The books can be about where you live or about parts of your culture, such as your religion, your home, or the way you dress. If your child has special interests; such as dinosaurs or ballerinas, look for books on these interests. From your children’s children in the early first grade, you should also look for books of poems and rhymes. Remember when the child is heard talking sounds and tried to imitate them? Rim is an extension of the language skill. By hearing and saying rhymes, along with repeated words and phrases, learn your child talked about the sound and about words. Rhymes also spark a child’s excitement about What’s next, which adds to the fun and adventure to read. Show your child that you read when you take your child to the library, check out a book for yourself. Then set a good example by letting your child do you read yourself. Ask your child to get one of her books and sit with you while reading your book, magazine, or newspaper. Do not worry if you feel uncomfortable with own reading skills. It is reading that counts. When your child see that reading is important to you, she can decide that it is important to her also. Learn more about Print and Reading books together is a perfect time to help a late child or early preschooler learn what pressure is. When you read aloud, stop now and then and point to letters and words, then touch to the pictures they stand for. Your child will begin understand that letters form words and that words name images. He will also begin to learn that each letter has its own sound - one of the most important things your child can know when learning to read. When children are 4, most have begun to understand that printed words have meaning. By five years, most will begin to know that not only history, but the printed words themselves go from left to right. Many children will even begin to identify some large and small letters and simple words. In late kindergarten or early first grade, your child may want to read on their own. Let him! But be sure he want to do it. Reading should be something he is proud of and eager to do and not a lesson. How does the book work? Children are fascinated by how books look and feel. They see how easily you handle and read books, and they want to do same. When your toddler watches you handle books, she begins to learn that a book is for reading, not tearing or tossing around. Before she is three, she will pick one more up and pretend to read, an important sign that she begins knowing what a book is for. When your child becomes a preschooler, she learns that when your child watches you handle books, she begins to learn that a book is for reading. A book has a front page. A book has a beginning and an end. A book has pages. A page of a book has a top and a bottom. You turn pages at a time to follow the story. You read a story from left to right on a page. When you read with your 4 - or 5-year-old, begins to recall her about these things. Read the title on the cover. Talk about the picture on the cover. Point to the place where history start and, later, where it ends. Let your child help turn pages. When you start a new page, point to where word of the story continue and keep following the words of move your finger over them. It takes time for a child to learn these things, but when your child learns them, She has solved some of reading’s mysteries. Early efforts to write Writing and reading go hand in hand. When your child is learn, he said the other. You can do some things to ensure that he gets every opportunity to practice both. When he is about 2 years old, for example, give your child crayons and paper and encourage him to draw and graffiti. He will have fun choosing which colors to use and which forms to do. When he holds and moves the crayons, He will also develop muscle control. When he is a late birth or early preschooler, he will be as eager to writing that he is reading. Your preschool child’s scribbles or The drawings are his first writing. He will soon start to write alphabet letters. Writing letters helps your child learning about their different sounds. His very early learning about letters and sounds gives him ideas about how to start spelling words. When he begins to write words, do not worry that he did not spell them right. Instead, praise him for their efforts! In fact, if you look closely you’ll see he did a pretty good attempt at spelling a word the first time. Later, with help from teachers (and from you), he will learn the correct way to spell words. For moment, however, he has taken a big step towards being a author. Reading in another language If your child’s first language is not English, she can still become an excellent English reader and writer. She is on way to successful English reading if she starts learn many words and is interested in learning to read in her first language. You can help by supporting her in her first language as she learns English. Talk to her, read her, encourage her to draw and write. In other words, make the same kinds of activities just discussed, but those in your child’s first language. When your child first enters school, talk to her teacher. Teachers welcome such talks. They have also sign-up times at the beginning of the year, but usually you can ask for a meeting at any time. If you feel you need some support in meeting with the teacher, ask a relative, neighbor or someone else in your community to join you. When you do meet, tell the teacher the things that you are do at home to strengthen your child’s speech and reading in her own language. Let the teacher know how important to children’s reading is to you and ask for support for your efforts. Children who can switch back and forth between languages has achieved something special. The should be commended and encouraged, because they work for this performance. READ to your child EVERY DAY!