Strategy 1: Expose readers to a restricted or controlled vocabulary…
Reading is a very complex process. Not all words can be read using simple phonic rules. Many important words need to be learned by sight. Teach only the simple and common words at first. The knowledge of 400 key words called Dolch Words, is all a young child needs to be able to read well.
Limit the initial reading vocabulary.
Reading is a very complex process. Not all words can be read using simple phonic rules. Many important words need to be learned by sight. Teach only the simple and common words at first. The knowledge of 400 key words called Dolch Words, is all a young child needs to be able to read well.
Reading is a very complex process. Not all words can be read using simple phonic rules. Many important words need to be learned by sight. Teach only the simple and common words at first. The knowledge of 400 key words called Dolch Words, is all a young child needs to be able to read well.
--OK, The Dolch words???” what??? Just a list of about 400 words that young children should be able to recognize and read on sight. Dr. Seuss used this list in crafting many of his books. This is what made his work so appealing… a beginner reader could read the book “all by myself”. So where do you find books with controlled vocabulary like the Dolch list? Check for codes on the books such as from Random House and others (more on this in future blogs). Also, please feel free to check out the books on Lunchpail Books. At www.lunchpailbooks.com you will find books crafted with the same controlled vocabulary… Soooo-- grab a couple of Dr. Seuss books and checkout the “Peep Peep” series.Scientific research can inform beginning reading instruction. We know from research that reading is a language-based activity. Reading does not develop naturally, and for many children, specific decoding, word recognition, and reading comprehension skills must be taught directly and systematically. We have also learned that preschool children benefit significantly from being read to.
The evidence suggests strongly that educators can foster reading development by providing kindergarten children with instruction that develops print concepts, familiarity with the purposes of reading and writing, age-appropriate vocabulary and language comprehension skills, and familiarity with the language structure.
Substantial evidence shows that many children in the 1st and 2nd grades and beyond will require explicit instruction to develop the necessary phoneme awareness, phonics, spelling, and reading comprehension skills. But for these children, this will not be sufficient.
For youngsters having difficulties learning to read, each of these foundational skills should be taught and integrated into textual reading formats to ensure sufficient levels of fluency, automaticity, and understanding.
Strategy 3: Practice, Practice, Practice…The sun did not shine. It was too wet to play.
So we sat in the house all that cold, cold, wet day.
I sat there with Sally. We sat there, we two.
And I said, "How I wish we had something to do!"
-from “The Cat in the Hat” by Dr. Seuss -
So we sat in the house all that cold, cold, wet day.
I sat there with Sally. We sat there, we two.
And I said, "How I wish we had something to do!"
-from “The Cat in the Hat” by Dr. Seuss -
Where you aware that 38% of all fourth graders in the United States can't read the first line from Dr. Seuss’ classic? Is your child one of them? Does your child struggle, hesitate, and torture words while reading? He or she is one of 7 million elementary-aged children who is performing below his or her reading potential.
Now is the time to pass on the legacy of love a reading to your children or a child in your life! Stop by your local library, amazon.com or enjoy reading the adventures of “Peep Peep” to your child. Pass on the love!
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