2Nd grader can t read

My Second Grader is Struggling With Reading. What Can I Do?

“My second grader is struggling with reading.” No parent wants to come to this realization, but reading struggles are common in second grade. In fact, many children start out as strong readers in kindergarten and first grade, but then hit a bump in the road in second grade, when the reading material becomes more challenging.

If your second grader is struggling to keep up with their classmates, it’s important to step in and help them develop the skills they need to succeed.

How Well Should A Second Grader Read?

Parents won’t be able to tell that their second grader is falling behind if they don’t know what skills they should have acquired by this point in their academic career. Some of the key reading skills for second graders are:

Identifying the main idea of a story.
Summarizing the main events of a story while omitting minor or irrelevant details.
Connecting the events of a story to their own experiences.
Reading 50 to 60 words per minute at the start of the school year and about 90 words per minute at the end of the school year.
Recognizing close to 90% of all the words in books for the second grade reading level.
Reading words with more than one syllable.
Reading a wide variety of texts.

If your child has not developed one or more of these skills, it may be time to get them extra help outside of the classroom.

How Long Should A Second Grader Read Each Day?

Most second grade teachers will give their students independent reading time in the classroom every day. But if your child is a struggling reader, they should practice reading at home as well as in the classroom.

Encourage your child to read for 20 minutes per day. If your second grader is a reluctant reader, ask everyone in the family to participate in this daily activity. This way, it won’t seem like a punishment or chore to your child since everyone is doing it together.

How Can I Help My Second Grader With Reading?

Parents can play an important role in helping their second graders get back on track and strengthen crucial reading skills. There are a number of different ways for you to help your child at home. Start with these strategies:

Reread their favorite stories. If your second grader finds a story they love, encourage them to read it again and again. Rereading the same text will help them improve their fluency, which is an important skill that every second grader must develop.
Read books aloud together. Instruct your child to try to match your pace and expression to improve reading fluency skills.
Use letter magnets to create new words together. Focus on teaching your child about long vs. short vowels, suffixes, prefixes, and compound words. Kids will love playing with colorful word magnets, so this is a great way to make learning fun.
Create graphic organizers such as flow charts and Venn diagrams to help your child improve their reading comprehension skills. Use these graphic organizers to compare and contrast characters, determine the cause and effect relationship of events, or map out the sequence of main events in a story.
Use sight word flashcards to help your child broaden their vocabulary, which will help them become more fluent readers.
Read a book together, then watch the movie version of the story. After the movie is over, ask your second grader to talk about the similarities and differences between the movie and book.
Encourage any type of reading. Let your child read magazines, comic books, newspapers, and other materials. Don’t limit them to just books.

Remember, every child is unique. The strategy that works for one child may not work for another, so don’t give up if the first technique you try isn’t effective. It won’t happen overnight, but if you continue to implement these strategies, your second grader will become a better reader.

How Do You Tutor A Second Grader in Reading?

Hiring a reading tutor can cost hundreds of dollars a month, but fortunately, there is another way for your second grader to get one-on-one help.

The Readability app is designed with artificial intelligence and responsive speech recognition technology that allows it to read aloud to your child, listen to your child read, provide feedback, and correct pronunciation errors in real time. The app will also ask your child questions about the text to keep them engaged and improve their comprehension skills. It’s just like working with a reading tutor, except your child can practice anytime, anywhere.

Download the Readability app on your smartphone or tablet to start your free 7-day trial today.

Clues to Dyslexia from Second Grade On

By: Sally E. Shaywitz

The specific signs of dyslexia, both weaknesses and strengths, vary widely. Problems with oral language, decoding, fluency, spelling, and handwriting are addressed, as well as strengths in higher order thinking skills.

The specific signs of dyslexia, both weaknesses and strengths, in any one individual will vary according to the age and educational level of that person. The five-year-old who can't quite learn his letters becomes the six-year-old who can't match sounds to letters and the fourteen-year-old who dreads reading out loud and the twenty-four-year-old who reads excruciatingly slowly. The threads persist throughout a person's life.

The following are some clues to dyslexia for children in second grade and beyond.

Problems in speaking

Mispronunciation of long, unfamiliar, or complicated words; the fracturing of words – leaving out parts of words or confusing the order of the parts of words; for example, aluminum becomes amulium
Speech that is not fluent – pausing or hesitating often when speaking, lots of um's during speech, no glibness
The use of imprecise language, such as vague references to stuff or things instead of the proper name of an object
Not being able to find the exact word, such as confusing words that sound alike: saying tornado instead of volcano, substituting lotion for ocean, or humanity for humidity
The need for time to summon an oral response or the inability to come up with a verbal response quickly when questioned
Difficulty in remembering isolated pieces of verbal information (rote memory) – trouble remembering dates, names, telephone numbers, random lists

Problems in reading

Very slow progress in acquiring reading skills
The lack of a strategy to read new words
Trouble reading unknown (new, unfamiliar) words that must be sounded out; making wild stabs or guesses at reading a word; failure to systematically sound out words
The inability to read small "function" words such as that, an, in
Stumbling on reading multisyllable words, or the failure to come close to sounding out the full word
Omitting parts of words when reading; the failure to decode parts within a word, as if someone had chewed a hole in the middle of the word, such as conible for convertible
A terrific fear of reading out loud; the avoidance of oral reading
Oral reading filled with substitutions, omissions, and mispronunciations
Oral reading that is choppy and labored, not smooth or fluent
Oral reading that lacks inflections and sounds like the reading of a foreign language
A reliance on context to discern the meaning of what is read
A better ability to understand words in context than to read isolated single words
Disproportionately poor performance on multiple choice tests
The inability to finish tests on time
The substitution of words with the same meaning for words in the text he can't pronounce, such as car for automobile
Disastrous spelling, with words not resembling true spelling; some spellings may be missed by spell check
Trouble reading mathematics word problems
Reading that is very slow and tiring
Homework that never seems to end, or with parents often recruited as readers
Messy handwriting despite what may be an excellent facility at word processing – nimble fingers
Extreme difficulty learning a foreign language
A lack of enjoyment in reading, and the avoidance of reading books or even a sentence
The avoidance of reading for pleasure, which seems too exhausting
Reading whose accuracy improves over time, though it continues to lack fluency and is laborious
Lowered self-esteem, with pain that is not always visible to others
A history of reading, spelling, and foreign language problems in family members

Strengths

In addition to looking for signs of a phonologic weakness, here are some signs of strength to look for and applaud in your child:

Excellent thinking skills: conceptualization, reasoning, imagination, abstraction
Learning that is accomplished best through meaning rather than rote memorization
Ability to get the "big picture"
A high level of understanding of what is read to him
The ability to read and to understand at a high level over learned (that is, highly practiced) words in a special area of interest; for example, if his hobby is restoring cars, he may be able to read auto mechanics magazines
Improvement as an area of interest becomes more specialized and focused, when he develops a miniature vocabulary that he can read
A surprisingly sophisticated listening vocabulary
Excellence in areas not dependant on reading, such as math, computers, and visual arts, or excellence in more conceptual (versus factoid-driven) subjects such as philosophy, biology, social studies, neuroscience, and creative writing

Many of the above indicate strengths in higher-level thinking processes.

Excerpted and adapted from: Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level

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2nd grade, cannot read

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Child psychology and development

Third child, boy. Still a huge problem with reading. She barely reads, very badly. We study with him, of course, we could have done more, but there are no results at all ((this was not the case with other children. I don’t know what to do, my strength and nerves are running out. Otherwise, an active child, his head works fine. The teacher says, that reading is just a skill, but I see that it is too difficult for him.0011

Did you rule out dyslexia?

Excluded. There, in addition to reading, many other factors are taken into account. The rest is in order.

If you understand that this is not just laziness, then connect a speech pathologist-defectologist to this problem.

How can it be excluded if the official diagnosis is not made before the 3rd grade - like, before that time, it is supposed to read the norm, the skill will develop?
Four speech therapists told me exactly that.

Knowing Eva, I propose to immediately voice the speed of reading. There are regularly tops here, named similarly, for example, "does not speak", with clarifications it turns out that everything is within the normal range, but the author just wants better

I am also very worried about reading, my daughter is in grade 2 - she reads a maximum of 30 words in a very simple text (from the primer), from the textbook - it turns out 15-20 ... while she doesn’t really understand anything, she can’t retell .. .listen to her reading terrible agony!
The teacher of crime does not see much, the speech pathologist-defectologist too... "read more simple texts so that she would believe in herself...!" that's all the advice ...
It is clear that it is not worth comparing, but the son already at that time exceeded 100 sl / min ...

So... do you read simple texts with your child for 15 minutes a day? Every day.

Then why do you write that your child has this diagnosis?

Boy, second grade. Reads syllable by syllable, but read easily retells. Reading technique - about 40 words.
The teacher says horror and nightmare, study!. And how to do it? I read to him myself. He also reads, but not much, well, a maximum of two or three small chapters a day.

My eldest read 120 words per minute in the first quarter of the first grade, retelling almost verbatim afterwards. Quick reactions, wonderful memory. But she relaxed so much in the beginning that she had to control her entire high school, getting used to being lazy to work easily. And the second and in the fourth grade 120 did not read. So what? In the fifth grade, no one needs this reading technique, the child reads the text with his eyes, then he can tell and it suits everyone. On the other hand, the child's diligence and ability to work are remarkable, and these skills have been developed because it was difficult. nine0011

Spit and rub "horror and nightmare". There is absolutely nothing nightmarish and terrible if the child understands and retells.

I must admit that this "at the same time, he doesn't really understand anything, he can't retell anything. .." it really annoys me in your words. Bad sign.

Then, what I consider necessary to write what I write.
And why, instead of answers on the topic, flood about my personal affairs?

Well, my daughter and I are reading. For the last week she has been sick - she reads even more, the most interesting, today Usacheva read 10 poems. puffed with them strongly more than an hour. reading speed remains at the level of 10-15 words per minute. Speech therapists say everything the same as the author of the previous comment. The teacher in the class believes in the sanctity of practice, and counts. that we lie about what we really read every day, because "this cannot be." nine0011

The child understands and retells only what he has read correctly. and if a child is inclined to read “teeth” instead of, for example, the word “fence” (have you ever encountered how they try to guess the word by the first letters with problem reading, so as not to strain with reading all the letters of the word?), or even an edge "( and what, the letters are similar, what difference does it make, in what order . ..), then the meaning slowly begins to disperse in his head, if it is a long text. so - yes, he will retell ... And then - while the texts are simple and there are no new words.0019 I don't know what exactly the author has there. I just write how it happens - maybe something will match. If anyone has an opinion. what can be done about it - probably, it will be useful to all of us.

The anonymous person to whom I replied did not write a word about the fact that the child reads incorrectly, only complaints about speed.

There is no other way out anyway. Quantity turns into quality. Daily. Something interesting and not long. For this, I bought comics and simple books (a series about Paddington). The main interest is not beaten off by complex texts. nine0011

I consider it necessary to expose someone who misleads people.

that is, are you still flooding about something only you know? Well go ahead, have fun.

Let's see if an anonymous person can add something. And will reply to your comment.

After how many years will quantity turn into quality, and what may indicate that. that it will happen like that? Difficult texts are already in the school curriculum - where to go from them? If complex text. requiring 10 minutes of work - this is a primitive poem in 8 lines - then what kind of comics can we talk about? I have heard the position "and there is nothing else left" many times already. We all hope to see something else. Because if that's the only way, then there isn't one at all. because it doesn't fit. nine0011

Once again - my post contained the only question - why do you write in one top that your child has dyslexia, and in another - that this diagnosis is not made until the 3rd grade.
The meaning of my post was extremely simple, you will not be able to distort it.
Do not mislead forum members.

We read, of course, every day ... no progress yet.

I confess too, it's very annoying. On the advice of the teacher, I read complex texts from the textbook first, then she. I retell - then she repeats ....

+1.
And they brought them to clean water, they started throwing Classics

No need to think for anonymous people. I wrote exactly what is actually there. If there were a "fence-teeth", then I would have written this - the child confuses words, retells badly.
And I wrote - bad reading technique, reads by syllables. But at the same time he perfectly understands and retells what he read.

Contact a professional speech pathologist. The child has a phonetic hearing impairment, it's clear as daylight. nine0011

Are the texts difficult in the second grade? They rather have nothing to do with reality (which is very bad, these are my claims to the textbook, yes), such as old proverbs, sayings, where almost every word the child meets for the first time ("Titus, go thresh, etc.) or "from old books. Texts, such as fairy tales, are simply not interesting for modern children, they have known them since the age of 2. My children (8 years old) do not read Lit. reading", but the assignments in the workbook in mathematics are fast. Deniska's stories are good, but the fairy tale about Vsilisa is not very good, there is too much archaism there. In my experience, in the absence of neurological abnormalities, somewhere by the age of 9and everything is getting better. Something is ripening in the brain, kmk.

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Contents

Why does a child need to know how to read?
Why is it difficult for a child to learn to read?
How to help a child?

Photo Source: Photo by Annie Spratt on Unsplash

By standard, a child is taught to read and write in the first grade. But many parents try to teach their child to read on their own, starting at the age of three, and worry if this does not work out. We deal with the expert of the educational center "Stone City", psychologist Sergei Galiullin, from what age a child can learn to read, when to sound the alarm and how to help a child. nine0011

Why should a child be able to read at all?

The child is oriented in the world. When a child can read, it is easier for him to understand the surrounding space: he can read signs, instructions, inscriptions in stores. It will be easier for him to find himself if he gets lost, it will be easier to deal with toys and complex objects - he becomes more independent.

The child joins the culture. Most often we read books (although some prefer articles and posts on the Internet). A child who can read, joins the world culture, he reads more meanings than when perceiving a book by ear. While reading, the child pronounces words to himself, develops inner speech, enriches vocabulary. nine0011

The child develops thinking and prepares for school. Learning to put syllables into words, the child develops more and more verbal-logical thinking. He fantasizes less, but learns more about the rules by which language and speech live. This will help him prepare for school, although it is not a decisive factor.

Some parents believe that a child who reads greatly adds to development. It is both so and not so. Reading is an important stage, but a preschooler can be harmoniously developed without it. nine0011

Why is it difficult for a child to learn to read?

Wrong age. The child must first learn to speak: pronounce all sounds, distinguish vowels from consonants, voiced from deaf, hard from soft. That is, children are completely ready for reading after five or six years. The earlier a child learns to read, the more likely it is that he will simply memorize the words, and not actually read them.

Cognitive impairment. One of the main reasons why it is difficult for a child to learn to read, even at school age, is dyslexia. A child with dyslexia has difficulty learning to read, but is able to learn everything else. Dyslexia occurs due to neurological problems, it cannot be cured, but can be compensated with the help of speech therapy.

Psychologically unprepared. Reading is a fairly complex process that needs to be approached gradually. It cannot be mastered all at once: the child needs to study a little bit every day, and at first he will make mistakes. If the child is not ready for such an overcoming of obstacles, learning will turn into torment. Moreover, it is difficult to immediately experience a sea of \u200b\u200bpleasure from reading, as, for example, from riding a bicycle. nine0011

How to help a child?

Don't rush. Reading cannot be mastered with a swoop. If you both decide it's time to learn to read, be patient. Do little by little, if the child refuses and asks for a break, go forward. In extreme cases, you can postpone training for a month or two and then try again. And during the "holidays" you can study the letters, so that later it would be easier for the child to recognize them.

Praise. Most likely, the first problems will arise when the child begins to connect letters into syllables. Here it is better to praise at every step: until the child can fully enjoy reading, he will need external reinforcement. nine0011

Set an example. To make a child want to read, read for yourself. Moreover, this can be done together: you sit down for a book, a child for the alphabet, and when he has difficulties, join him.

Pay attention to letters. Show your child that letters, syllables and words live around us. Try to read signs, names in commercials, read labels on product packaging. The more a child gets used to letters and words, the easier it will be for him to recognize and read them. nine0011

Pay attention to meaning. It is important that the child read and comprehend, and not just mechanically "run" through the letters. To do this, you need to create a context - in the alphabets, illustrations are used for this. Even if you read short phrases, think of a story with your child in which they can sound. It will be more interesting, and the child will quickly want to learn how to read real stories.

Consult a specialist. With a preschooler, most likely, such reasons will not arise: you can always assume that the child is not yet ready. But if a child cannot read at the age of seven, it is better to contact a speech therapist. He will help to recognize dyslexia or see the psychological causes and complexes. nine0011

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This article is for educational purposes only and does not constitute scientific material or professional medical advice. For diagnosis and treatment, please contact your doctor. See rating of doctors.

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