Checking Your Child’s Reading Readiness Skills

If your child is having a really hard time learning to read, it’s very important to pull back and look at the pre-reading skills your child needs before reading becomes easier.  If your child has immature pre-reading skills, you can spend hours of teaching time, only to have it dissolve.

CLICK HERE to learn more about how the brain matures, and why missing foundational skills can make learning difficult for your child.

If your child has missing pre-reading skills, you might see the following problems:

 

Teachers are taught that there are six pre-reading sklls. Our educational system assumes that children have these skills fully mastered before they start school at five.  Unfortunately, our system isn’t set up to catch children who are bright, but can’t do these particular skills, and often, LD children also try hard to hide weaknesses.  Since 1 in 5 children learns differently, it’s not uncommon to find a child in second grade with much lower abilities, starting from scratch.  Let’s take another look at these pre-reading skills, to see how they might affect a child with LD.

Vocabulary—Most children have a vocabulary of at least 3,000 words by school.  This gives them context and a scaffold for learning. Some children with learning differences have problems processing, or using information they receive through their ears.

Print motivation—Children reach a level where they’re interested by print.  Children with learning differences, however, might not demonstrate this motivation, because they don’t see print in the same way, or it’s difficult for them to translate and use.

Print awareness—Knowing how to handle a book and how to follow words on a page.  While every child learns how to handle a book, some children have problems with eye tracking, or eye fine motor skills.

Narrative Skills—Ability to create stories and describe things.  Ability to describe what happened outside, at the store, and so forth. If your child has problems with attention, or with some of the executive functions such as working memory or sequencing, this can make narrative skills very difficult.

Phonological Awareness—

 

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