Best way to learn reading

Experts say this is the best way to learn to read and love it too Parenting From The Heart

Competency in reading is one of the greatest predictors of success in children. But in order to procure the benefits, students must be motivated to learn to read. Here are the best ways for kids to learn to read backed by research.

One of my most painful childhood memories is learning how to read at school.

The teacher would call one student into the hallway at a time.

Every day, I prayed that my name wouldn’t be called. I didn’t want to leave the comfort of my brightly lit classroom to be tested.

My stomach flip-flopped and my hands got clammy. When the teacher called my name, I did my best to appear calm though my knees felt like they were going to buckle. I mustered everything in me to make the walk out of my classroom into the hallway.

I was moments away from all my shortcomings being exposed.

A parent volunteer always sat across from me. She would motion to the books beside her. I never knew what to choose because the pile always changed. I desperately hoped I would land on the shortest one. No matter my choice, the pages and words ended up being too long.

As soon as I had a book, there was a click of the tape recorder. It was my signal to start. The pressure of knowing I would have to playback my poor reading sent shockwaves of fear through my little body.

I was petrified of making a mistake. But I was struggling to learn to read, my mistakes were inevitable.

Shaking, I stumbled through the words on the page.

“Sound it out,” the volunteer would say.

But I had to sound out every syllable of every word. As I stammered my way through each word, I became more and more aware I was taking longer than any of my peers. My friends clutched their audiotapes with pride. They were reading novels.

I was struggling to learn to read.

Why should we care about children’s love of reading?

While there are a number of obvious benefits to reading, there are also some less obvious ones too. Of course, the more children read, the more they learn. Reading leads to more elaborate vocabulary (1). Research has also found that the ability and regularity of reading predict lifelong academic success. Not only that but the single greatest predictor of school dropout is reading below grade level (2).

The good news is that regardless of the trajectory a child is on with respect to reading, there is a lot that can be done to build her early literacy skills and even develop a lifelong love of reading.

This is how I learned to read and love it too.

Summers came and I was able to escape the threat of that black tape recorder and the archive of all my reading mistakes.

On scorching hot days, my mom would throw a laundry hamper into the trunk of her navy blue Honda. Then, we would head out to the reprieve of the air-conditioned library.

There, we could load up on as many books as we wanted.

She never said no to reading to us. She worked on our sounds (phonics) in the context of the books we loved. Or, she would put out magnets for us to manipulate and make our own words with.

It took a while, but slowly I began to learn to read well.

My love of reading most certainly came from my mom’s fun and natural approach. Though my mom’s way of teaching me to read was the result of her own love of literature, it is also her profession. At the time she was both teaching me how to read and instilling a love of reading in me, she was a teacher. She went on to be a school principal and now teaches a university course on literacy. I asked her for her best tips for kids to learn to read based on research and the best practices being taught to teachers.

Experts say this is the best way for kids to learn to read

These apply to teaching your child to read, but many can be applied to teaching students to read in the context of a classroom.

1. Start reading to your child as a baby and continue reading

Not only does reading help young children expand their vocabulary, it also teaches them the most basic rules of early literacy. For example, infants as young as nine months can learn how to turn pages in the proper order. Around the age of one, toddlers begin learning how to track words from left to right. These are important skills for the development of literacy.

2. Read books and sing songs that rhyme.

Research shows that four and five-year-olds who are well-versed in rhymes have greater phonological awareness, greater vocabulary and better reading outcomes (3).

3. Have books and other literacy mediums out for easy access.

When kids can easily access books, they read more. Also, it is great to have magnetic letters, an alphabet puzzle or two, and mediums to write on available.

4. Teach kids phonics

Find ways to teach children the connection between letters and sounds. It is helpful having different mediums for kids to manipulate and play with words (like puzzles, writing materials, and magnets). Sing songs about sounds. Have them sound out words as they read and write. All of these give the chance to learn the association between phonics and words in ways that make sense.

5. Build feelings of competency.

One of the biggest reasons children lose their love of reading is because they see themselves as less competent when compared to their peers. Some children can learn a word with one exposure while others take as many as 20 times before learning a word (3). When learning to read, children use pictures, phonics, and/or context to decode words. All are valid ways for reading to develop. If a child does better using one over the other lean into that as she starts to read. When children want to quit, use the power of yet. Remind them they may not have mastered reading yet, but it will come. 

6. Ask questions about what’s being read.

The most important purpose of reading is to understand what is being read. As you read together, ask your child questions like:

• what do you think might happen next?
• how do you think the characters feel?
• what’s your favourite part so far?

7.

Research shows that when extrinsic motivators promote desirable behaviour, children become less motivated to do the given behaviour.

8. Model your own love of reading.

Modelling is one of the strongest means to promote any behaviour in children. When kids see us read for pleasure, they will be more inclined to become lifelong readers too.

9. Promote intrinsic motivation.

The greatest predictor of children developing a lifelong love of reading is high intrinsic (internal) motivation. Research shows in the context of reading, it must be:

• relevant – is it fun?
• independent – can I choose what I read?
• promote self-efficacy (feelings of success) – can I read it without a lot of struggle?
• promote mastery – can I learn new things?

Source: Reading Rockets

The best way to learn to read – a final note

My mom’s approach changed the course of my feelings about reading. As a result of her modelling, allowing me to read what I wanted to read, and regular trips to the library I developed a love of reading. Even if a child’s reading starts off on a rough foot, as mine did, their love of reading is salvageable. Simply, parents and educators need to focus on motivating the child’s natural drives and then learning to read and loving it will come naturally.

More reading you may find useful:

This is the time to change education for good

Stressed out about remote learning? These 5 tips are game-changers

How to facilitate play-based learning at home

25+ Backyard Learning Ideas

Hands-on learning ideas

Teaching children to read isn’t easy. How do kids actually learn to read?

Teaching kids to read isn’t easy; educators often feel strongly about what they think is the “right” way to teach this essential skill. Though teachers’ approaches may differ, the research is pretty clear on how best to help kids learn to read. Here’s what parents should look for in their children’s classroom.

How do kids actually learn how to read?

Research shows kids learn to read when they are able to identify letters or combinations of letters and connect those letters to sounds. There’s more to it, of course, like attaching meaning to words and phrases, but phonemic awareness (understanding sounds in spoken words) and an understanding of phonics (knowing that letters in print correspond to sounds) are the most basic first steps to becoming a reader.

If children can’t master phonics, they are more likely to struggle to read. That’s why researchers say explicit, systematic instruction in phonics is important: Teachers must lead students step by step through a specific sequence of letters and sounds. Kids who learn how to decode words can then apply that skill to more challenging words and ultimately read with fluency. Some kids may not need much help with phonics, especially as they get older, but experts say phonics instruction can be essential for young children and struggling readers “We don’t know how much phonics each kid needs,” said Anders Rasmussen, principal of Wood Road Elementary School in Ballston Spa, New York, who recently led the transformation of his schools’ reading program to a research-based, structured approach. “But we know no kid is hurt by getting too much of it.”

How should your child’s school teach reading?

Timothy Shanahan, a professor emeritus at the University of Illinois at Chicago and an expert on reading instruction, said phonics are important in kindergarten through second grade and phonemic awareness should be explicitly taught in kindergarten and first grade. This view has been underscored by experts in recent years as the debate over reading instruction has intensified. But teaching kids how to read should include more than phonics, said Shanahan. They should also be exposed to oral reading, reading comprehension and writing.

The wars over how to teach reading are back. Here’s the four things you need to know.

Wiley Blevins, an author and expert on phonics, said a good test parents can use to determine whether a child is receiving research-based reading instruction is to ask their child’s teacher how reading is taught. “They should be able to tell you something more than ‘by reading lots of books’ and ‘developing a love of reading.’ ” Blevins said. Along with time dedicated to teaching phonics, Blevins said children should participate in read-alouds with their teacher to build vocabulary and content knowledge. “These read-alouds must involve interactive conversations to engage students in thinking about the content and using the vocabulary,” he said. “Too often, when time is limited, the daily read-alouds are the first thing left out of the reading time. We undervalue its impact on reading growth and must change that. ”

Rasmussen’s school uses a structured approach: Children receive lessons in phonemic awareness, phonics, pre-writing and writing, vocabulary and repeated readings. Research shows this type of “systematic and intensive” approach in several aspects of literacy can turn children who struggle to read into average or above-average readers.

What should schools avoid when teaching reading?

Educators and experts say kids should be encouraged to sound out words, instead of guessing. “We really want to make sure that no kid is guessing,” Rasmussen said. “You really want … your own kid sounding out words and blending words from the earliest level on.” That means children are not told to guess an unfamiliar word by looking at a picture in the book, for example. As children encounter more challenging texts in later grades, avoiding reliance on visual cues also supports fluent reading. “When they get to ninth grade and they have to read “Of Mice and Men,” there are no picture cues,” Rasmussen said.

Related: Teacher Voice: We need phonics, along with other supports, for reading

Blevins and Shanahan caution against organizing books by different reading levels and keeping students at one level until they read with enough fluency to move up to the next level. Although many people may think keeping students at one level will help prevent them from getting frustrated and discouraged by difficult texts, research shows that students actually learn more when they are challenged by reading materials.

Blevins said reliance on “leveled books” can contribute to “a bad habit in readers.” Because students can’t sound out many of the words, they rely on memorizing repeated words and sentence patterns, or on using picture clues to guess words. Rasmussen said making kids stick with one reading level — and, especially, consistently giving some kids texts that are below grade level, rather than giving them supports to bring them to grade level — can also lead to larger gaps in reading ability.

How do I know if a reading curriculum is effective?

Some reading curricula cover more aspects of literacy than others. While almost all programs have some research-based components, the structure of a program can make a big difference, said Rasmussen. Watching children read is the best way to tell if they are receiving proper instruction — explicit, systematic instruction in phonics to establish a foundation for reading, coupled with the use of grade-level texts, offered to all kids.

Parents who are curious about what’s included in the curriculum in their child’s classroom can find sources online, like a chart included in an article by Readingrockets.org which summarizes the various aspects of literacy, including phonics, writing and comprehension strategies, in some of the most popular reading curricula.

Blevins also suggested some questions parents can ask their child’s teacher:

• What is your phonics scope and sequence?

“If research-based, the curriculum must have a clearly defined phonics scope and sequence that serves as the spine of the instruction. ” Blevins said.

• Do you have decodable readers (short books with words composed of the letters and sounds students are learning) to practice phonics?

“If no decodable or phonics readers are used, students are unlikely to get the amount of practice and application to get to mastery so they can then transfer these skills to all reading and writing experiences,” Blevins said. “If teachers say they are using leveled books, ask how many words can students sound out based on the phonics skills (teachers) have taught … Can these words be fully sounded out based on the phonics skills you taught or are children only using pieces of the word? They should be fully sounding out the words — not using just the first or first and last letters and guessing at the rest.”

• What are you doing to build students’ vocabulary and background knowledge? How frequent is this instruction? How much time is spent each day doing this?

“It should be a lot,” Blevins said, “and much of it happens during read-alouds, especially informational texts, and science and social studies lessons. ”

• Is the research used to support your reading curriculum just about the actual materials, or does it draw from a larger body of research on how children learn to read? How does it connect to the science of reading?

Teachers should be able to answer these questions, said Blevins.

What should I do if my child isn’t progressing in reading?

When a child isn’t progressing, Blevins said, the key is to find out why. “Is it a learning challenge or is your child a curriculum casualty? This is a tough one.” Blevins suggested that parents of kindergarteners and first graders ask their child’s school to test the child’s phonemic awareness, phonics and fluency.

Parents of older children should ask for a test of vocabulary. “These tests will locate some underlying issues as to why your child is struggling reading and understanding what they read,” Blevins said. “Once underlying issues are found, they can be systematically addressed. ”

“We don’t know how much phonics each kid needs. But we know no kid is hurt by getting too much of it.”

Anders Rasmussen, principal of Wood Road Elementary School in Ballston Spa, New York

Rasmussen recommended parents work with their school if they are concerned about their children’s progress. By sitting and reading with their children, parents can see the kind of literacy instruction the kids are receiving. If children are trying to guess based on pictures, parents can talk to teachers about increasing phonics instruction.

“Teachers aren’t there doing necessarily bad things or disadvantaging kids purposefully or willfully,” Rasmussen said. “You have many great reading teachers using some effective strategies and some ineffective strategies.”

What can parents do at home to help their children learn to read?

Parents want to help their kids learn how to read but don’t want to push them to the point where they hate reading. “Parents at home can fall into the trap of thinking this is about drilling their kid,” said Cindy Jiban, a former educator and current principal academic lead at NWEA, a research-based non-profit focused on assessments and professional learning opportunities. “This is unfortunate,” Jiban said. “It sets up a parent-child interaction that makes it, ‘Ugh, there’s this thing that’s not fun.’” Instead, Jiban advises making decoding playful. Here are some ideas:

• Challenge kids to find everything in the house that starts with a specific sound.
• Stretch out one word in a sentence. Ask your child to “pass the salt” but say the individual sounds in the word “salt” instead of the word itself.
• Ask your child to figure out what every family member’s name would be if it started with a “b” sound.
• Sing that annoying “Banana fana fo fanna song.” Jiban said that kind of playful activity can actually help a kid think about the sounds that correspond with letters even if they’re not looking at a letter right in front of them.
• Read your child’s favorite book over and over again. For books that children know well, Jiban suggests that children use their finger to follow along as each word is read. Parents can do the same, or come up with another strategy to help kids follow which words they’re reading on a page.

Giving a child diverse experiences that seem to have nothing to do with reading can also help a child’s reading ability. By having a variety of experiences, Rasmussen said, children will be able to apply their own knowledge to better comprehend texts about various topics.

This story about teaching children to read was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s newsletter.

The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn't mean it's free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

Join us today.

How to learn to read 3 times faster in 20 minutes

October 6, 2020 Education

Take the book and check the effect for yourself right now.

Iya Zorina

Lifehacker author, athlete, CCM

Background: "Project PX"

Back in 1998, Princeton University hosted a seminar called "Project PX" (Project PX), dedicated to high reading speed. This article is an excerpt from that seminar and personal experience of speeding up reading.

So, "Project PX" is a three-hour cognitive experiment that allows you to increase your reading speed by 386%. It was conducted on people who spoke five languages, and even dyslexics were trained to read up to 3,000 words of technical text per minute, 10 pages of text. Page in 6 seconds.

For comparison, the average reading speed in the US is between 200 and 300 words per minute. We have in connection with the peculiarities of the language - from 120 to 180. And you can easily increase your performance to 700-900 words per minute.

All that is needed is to understand the principles of human vision, what time is wasted in the process of reading and how to stop wasting it. When we analyze the mistakes and practice not making them, you will read several times faster and not mindlessly running your eyes, but perceiving and remembering all the information you read.

Preparation

For our experiment you will need:

• a book of at least 200 pages;
• pen or pencil;
• timer.

The book should lie in front of you without closing (press the pages if it tries to close without support).

You will need at least 20 minutes for one exercise session. Make sure that no one distracts you during this time.

Helpful Hints

Before jumping straight into the exercises, here are a few quick tips to help you speed up your reading.

1. Make as few stops as possible when reading a line of text

When we read, the eyes move through the text not smoothly, but in jumps. Each such jump ends with fixing your attention on a part of the text or stopping your gaze at areas of about a quarter of a page, as if you are taking a picture of this part of the sheet.

Each eye stop on the text lasts ¼ to ½ second.

To feel this, close one eye and lightly press the eyelid with the tip of your finger, and with the other eye try to slowly slide over the line of text. Jumps become even more obvious if you slide not in letters, but simply in a straight horizontal line:

How do you feel?

2. Try to go back as little as possible through the text

A person who reads at an average pace quite often goes back to reread a missed moment. This can happen consciously or unconsciously. In the latter case, the subconscious itself returns its eyes to the place in the text where concentration was lost.

On average, conscious and unconscious returns take up to 30% of the time.

3. Improve concentration to increase coverage of words read in one stop

People with an average reading speed use a central focus rather than horizontal peripheral vision. Due to this, they perceive half as many words in one jump of vision.

4. Practice Skills Separately

The exercises are different and you don't have to try to combine them into one. For example, if you are practicing reading speed, don't worry about text comprehension. You will progress through three stages in sequence: learning technique, applying technique to increase speed, and reading comprehension.

Rule of thumb: Practice your technique at three times your desired reading speed. For example, if your current reading speed is somewhere around 150 words per minute, and you want to read 300, you need to practice reading 900 words per minute.

Exercises

1. Determination of the initial reading speed

Now you have to count the number of words and lines in the book that you have chosen for training. We will calculate the approximate number of words, since calculating the exact value will be too dreary and time consuming.

First, we count how many words fit in five lines of text, divide this number by five and round it up. I counted 40 words in five lines: 40 : 5 = 8 - an average of eight words per line.

Next, we count the number of lines on five pages of the book and divide the resulting number by five. I got 194 lines, I rounded up to 39 lines per page: 195 : 5 = 39.

And the last thing: we count how many words fit on the page. To do this, we multiply the average number of lines by the average number of words per line: 39× 8 = 312.

Now is the time to find out your reading speed. We set a timer for 1 minute and read the text, calmly and slowly, as you usually do.

How much did it turn out? I have a little more than a page - 328 words.

2. Landmark and speed

As I wrote above, going back through the text and stopping the gaze take a lot of time. But you can easily cut them down with a focus tracking tool. A pen, pencil or even your finger will serve as such a tool.

Technique (2 minutes)

Practice using a pen or pencil to maintain focus. Move the pencil smoothly under the line you are currently reading and concentrate on where the tip of the pencil is now.

Set the pace with the tip of the pencil and follow it with your eyes, keeping up with stops and returns through the text. And don't worry about understanding, it's a speed exercise.

Try to go through each line in 1 second and increase the speed with each page.

Do not stay on one line for more than 1 second under any circumstances, even if you do not understand what the text is about.

With this technique, I was able to read 936 words in 2 minutes, so 460 words per minute. Interestingly, when you follow with a pen or pencil, it seems that your vision is ahead of the pencil and you read faster. And when you try to remove it, immediately your vision seems to spread out over the page, as if the focus was released and it began to float all over the sheet.

Speed ​​(3 minutes)

Repeat the tracker technique, but allow no more than half a second to read each line (read two lines of text in the time it takes to say "twenty-two").

You probably won't understand anything you read, but that doesn't matter. Now you are training your perceptual reflexes, and these exercises help you adapt to the system. Do not slow down for 3 minutes. Concentrate on the tip of your pen and the technique for increasing speed.

In the 3 minutes of this frenetic race, I read five pages and 14 lines, averaging 586 words per minute. The hardest part of this exercise is not to slow down the speed of the pencil. It's a real block: you've been reading all your life to understand what you're reading, and it's not easy to let go of that.

Thoughts cling to the lines in an effort to return to understand what it is about, and the pencil also begins to slow down. It is also difficult to maintain concentration on such useless reading, the brain gives up, and thoughts fly away to hell, which is also reflected in the speed of the pencil.

3. Expanding the area of ​​perception

When you concentrate your eyes on the center of the monitor, you still see its outer areas. So it is with the text: you concentrate on one word, and you see several words surrounding it.

Now, the more words you learn to see in this way with your peripheral vision, the faster you can read. The expanded area of ​​perception allows you to increase the speed of reading by 300%.

Beginners with a normal reading speed spend their peripheral vision on the fields, that is, they run their eyes through the letters of absolutely all the words of the text, from the first to the last. At the same time, peripheral vision is spent on empty fields, and a person loses from 25 to 50% of the time.

A boosted reader will not "read the fields". He will run his eyes over only a few words from the sentence, and see the rest with peripheral vision. In the illustration below, you see an approximate picture of the concentration of vision of an experienced reader: words in the center are read, and foggy ones are marked by peripheral vision.

Here is an example. Read this sentence:

The students once enjoyed reading for four hours straight.

If you start reading with the word "students" and end with "reading," you save time reading as many as five words out of eight! And this reduces the time for reading this sentence by more than half.

Technique (1 minute)

Use a pencil to read as fast as possible: start with the first word of the line and end with the last. That is, no expansion of the area of ​​​​perception yet - just repeat exercise No. 1, but spend no more than 1 second on each line. Under no circumstances should one line take more than 1 second.

Technique (1 minute)

Continue to pace the reading with a pen or pencil, but start reading from the second word of the line and end the line two words before the end.

Speed ​​(3 minutes)

Start reading at the third word of the line and finish three words before the end, while moving your pencil at the speed of one line per half second (two lines in the time it takes to say "twenty-two" ).

If you don't understand anything you read, that's okay. Now you are training your reflexes of perception, and you should not worry about understanding. Concentrate on the exercise with all your might and don't let your mind drift away from an uninteresting activity.

4. Testing your new reading speed

Now it's time to test your new reading speed. Set a timer for 1 minute and read as fast as you can while still understanding the text. I got 720 words per minute - twice as fast as before I started using this technique.

These are great figures, but they are not surprising, because you yourself begin to notice how the scope of words has expanded. You don’t waste time on fields, you don’t go back through the text, and the speed increases significantly.

If you've tried this technique right now, share your success in the comments. How many words per minute did you get before and after?

Read also 📚🤓📖

• What prevents us from reading faster and how to deal with it
• How to read one book a day
• How to teach your child to read: important rules and effective techniques

*Activity of Meta Platforms Inc. and its social networks Facebook and Instagram are prohibited in the territory of the Russian Federation.

How to learn to read fast: a method of speed reading

Svyatoslav Viktorenko is the founder of the Zig-zag intellectual development center. Psychologist, trainer for the development of speed reading and memory. At a workshop organized by the Ukrainian publishing house Nash Format, Svyatoslav shared life hacks on how to learn to read quickly and absorb new information.

Recorded the most interesting.

American futurist Alvin Toffler said:

The illiterate in the 21st century will not be those who cannot read and write, but those who cannot learn and relearn.

I agree with him.

Hundreds of years ago a person was considered educated if he simply knew how to read. Now this is not enough. There is more and more information, so you need to read quickly without losing meaning.

Probably, many people can recognize themselves in the description: you read a book for several months, and finally finish it, but you realize that you have forgotten 80% of the information. All this is because no one taught us how to read effectively in school.

There is an opinion: if you read quickly, you understand less. In fact, it's the other way around. One of the founders of cognitive psychology, Lev Vygotsky, studied this issue.

He came to the conclusion that when reading quickly, a person understands information better, “because different processes occur at different speeds, and the speed of understanding corresponds to a faster pace of reading.”

Many famous people confirm the benefits of speed reading by their example. For example, Honore de Balzac could read a medium-sized novel in 30 minutes. Napoleon Bonaparte read at a rate of 2,000 words per minute.

Maxim Gorky spent less than a minute reading one page.

Speed ​​reading in numbers: normal pace of reading - read an average book in 12 hours, fast - in 1.5 hours. A person who owns the technique of speed reading, on average, reads a thousand words per minute.

1. Expand your field of vision

Extend your hand forward and look at your thumb. The size of the nail is what we see clearly. The rest starts to blur. This is the so-called "spot of clear vision."

To learn speed reading, this spot needs to be expanded. If it is the usual size - like a fingernail - we read one word at a time. If larger, we cover most of the text. Ideally, you should read at least two words at a time.

A good trainer for this is the Schulte table. It contains numbers or letters that you need to quickly find and arrange in a certain order.

How to do it right?

- Look at the table at a distance of 30 cm

- Focus on the center and do not move

- Find on the table of 1 to 25

The most important thing is the most important thing -not to move the view of the view, not to move the view of the view. and try to see the whole table. Exercise helps to expand the field of vision. This will allow you to read twice as fast.

2. Do not repeat what you read

You must have noticed that when you read, your inner voice repeats every word. This is called subvocalization. Most likely, it appears due to the fact that initially we learned to read aloud, and the habit remained.

Subvocalization slows down reading. It gives a certain limit, because it is impossible to read aloud faster than 300 words per minute. The same pace is maintained when you mentally pronounce what you read.

Therefore, it is important to get rid of the inner voice. It can be replaced by visualization - to imagine what you are reading, and not to speak.

3. Focus on reading

When we read, we often get distracted by phone, social media, or other thoughts. Then we return to the book and get lost: we forget what we read about and start rereading it. This is due to underdeveloped concentration.

The problem is especially relevant for the "clip generation". With the development of technology, more distractions have appeared. Consequently, the concentration of attention fell and the amount of RAM decreased. If earlier people could remember from 5 to 9numbers or words, now this figure has fallen by half.

When you get distracted and then re-read what you didn't understand, you waste a lot of time. Reading speed slows down.

What to do?

Train concentration - practice meditation, breathing exercises.

This allows you to be less distracted not only from reading, but also from other important things.

Try to read with a card - cover each line you read with it and do not return to it.

This teaches the brain to read and understand the first time.

Life hack: move your finger under the lines while reading.

Learn more

• 
  Jack and magic beans
• 
  Preschool learn alphabet
• 
  When do kids learn to write letters
• 
  Famous fairy tales for kids
• 
  Teaching syllables to kindergarteners
• 
  Safari coloring sheets
• 
  Winter learning activities
• 
  Preschool math goals
• 
  Teaching reading comprehension strategies
• 
  The wolf and three little pigs
• 
  3 little pigs wolf