Pre school reading skills

Reading Development and Skills by Age

Even as babies, kids build reading skills that set the foundation for learning to read. Here’s a list of reading milestones by age. Keep in mind that kids develop reading skills at their own pace, so they may not be on this exact timetable.

Babies (ages 0–12 months)

Begin to reach for soft-covered books or board books
Look at and touch the pictures in books
Respond to a storybook by cooing or making sounds
Help turn pages

Toddlers (ages 1–2 years)

Look at pictures and name familiar items, like dog, cup, and baby
Answer questions about what they see in books
Recognize the covers of favorite books
Recite the words to favorite books
Start pretending to read by turning pages and making up stories

Preschoolers (ages 3–4 years)

Know the correct way to hold and handle a book
Understand that words are read from left to right and pages are read from top to bottom
Start noticing words that rhyme
Retell stories
Recognize about half the letters of the alphabet
Start matching letter sounds to letters (like knowing b makes a /b/ sound)
May start to recognize their name in print and other often-seen words, like those on signs and logos

Kindergartners (age 5 years)

Match each letter to the sound it represents
Identify the beginning, middle, and ending sounds in spoken words like dog or sit
Say new words by changing the beginning sound, like changing rat to sat
Start matching words they hear to words they see on the page
Sound out simple words
Start to recognize some words by sight without having to sound them out
Ask and answer who, what, where, when, why, and how questions about a story
Retell a story in order, using words or pictures
Predict what happens next in a story
Start reading or asking to be read books for information and for fun
Use story language during playtime or conversation (like “I can fly!” the dragon said. “I can fly!”)

Younger grade-schoolers (ages 6–7 years)

Learn spelling rules
Keep increasing the number of words they recognize by sight
Improve reading speed and fluency
Use context clues to sound out and understand unfamiliar words
Go back and re-read a word or sentence that doesn’t makes sense (self-monitoring)
Connect what they’re reading to personal experiences, other books they’ve read, and world events

Older grade-schoolers (ages 8–10 years)

In third grade, move from learning to read to reading to learn
Accurately read words with more than one syllable
Learn about prefixes, suffixes, and root words, like those in helpful, helpless, and unhelpful
Read for different purposes (for enjoyment, to learn something new, to figure out directions, etc.)
Explore different genres
Describe the setting, characters, problem/solution, and plot of a story
Identify and summarize the sequence of events in a story
Identify the main theme and may start to identify minor themes
Make inferences (“read between the lines”) by using clues from the text and prior knowledge
Compare and contrast information from different texts
Refer to evidence from the text when answering questions about it
Understand similes, metaphors, and other descriptive devices

Middle-schoolers and high-schoolers

Keep expanding vocabulary and reading more complex texts
Analyze how characters develop, interact with each other, and advance the plot
Determine themes and analyze how they develop over the course of the text
Use evidence from the text to support analysis of the text
Identify imagery and symbolism in the text
Analyze, synthesize, and evaluate ideas from the text
Understand satire, sarcasm, irony, and understatement

Keep in mind that some schools focus on different skills in different grades. So, look at how a child reacts to reading, too. For example, kids who have trouble reading might get anxious when they have to read.

If you’re concerned about reading skills, find out why some kids struggle with reading.

5 Pre-Reading Skills Kids Need To Be Successful Readers

By: Author ABC's of Literacy

Posted on Last updated: October 11, 2021

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Before we can teach our children to read, it is important to first build the foundation for lifelong learning and reading success. Here are 5 Pre-Reading Skills Kids Need To Be Successful Readers:

What You'll Find On This Page

5 Pre-Reading Skills Need To Be Successful Readers:

1.

In order to learn, children need to be ready and have the motivation to read.

What Can Children Do?

Show an interest in books and reading
Ask you to read aloud
Pretend to read

What Can Parents Do?

Let your child pick what book he or she wants to read
Read to your child everyday (Find a story in one of these book lists for kids)
Read with enthusiasm

2. Language Skills

Children need to have language skills before learning how to read so they can describe things and share their knowledge and ideas.

What Can Children Do?

Answer simple questions about a story
Retell a story in their words
Describe elements in a story such as the characters and setting

What Can Parents Do?

Ask your child open-ended questions like “what do you think will happen next?”
Have your child retell the story using puppets or a flannel board
Encourage your child to make up his or her own story

3.

In order to learn how to read, children must understand how books work or concepts of print.

What Can Children Do?

Hold a book correctly
Turn pages in the right direction
Read from left to right and top to bottom
Understand words represent a spoken word and convey a message

What Can Parents Do?

Use your finger to track the words
Point to the parts of a book such as the front cover, title, and author (Use the Parts of a Book Poster & Worksheet to help you)
Let your child hold the book, turn the pages, and point to the words as you read

4. Letter Knowledge

Letter knowledge is understanding that the letters of the alphabet have different names and sounds.

What Can Children Do?

Name the letters of the alphabet
Recognize lowercase and capital letters
Name each letter’s sound

What Can Parents Do?

Teach your child the letters in his or her name (Use the Letter Knowledge Assessment to track the letters your child learns)
Read Alphabet books
Ask your child to identify letters on things in the grocery store or on signs around town

5.

Phonological Awareness is hearing and understanding that that words are made up of smaller sounds.

What Can Children Do?

Rhyme
Count the syllables in a word
Blend sounds together
Segment or break words down into individual sounds
Substitute one letter sound for another one to make a new word

What Can Parents Do?

Sing songs and rhymes
Play word games
Reading rhyming books

After a children develop these pre-reading skills, they will continue to learn and grow as a reader. They will learn about phonics, sight words, and much more as they establish the building blocks for reading success.

Preschool Unit Lesson Plans:

Are you looking for fun, hands-on activities for your preschooler? These Preschool Unit Lesson Plans include an entire year of the most popular themed units! Click on the picture to learn more about this resource!

More Resources for Pre-Readers:

Learning the ABC’s

Book List for Kids

Pre-Reading Skills Checklist:

Do you want a checklist of these pre-reading skills? Click on the box below to automatically download and print Pre-Reading Skills Checklist PDF:

Development of reading skills in preschool children

Through good books, children get acquainted with moral standards: they begin to see goodness, notice beauty, feel harmony. All this allows the formation of a harmoniously developed personality.

Children should be introduced to art and the world of books as early as possible. numerous studies of such scientists as A.V. Zaporozhets, D.B. Elkonin, L.S. Vygotsky and others confirm this.

Contents

How is a child's literary experience acquired?
Elements of reading activity
What tasks are set in the formation of a child-reader?
Development of reading skills - what's the problem?
What is the future reader like?
Methods for the formation of artistic activity
Typical characteristics of the reader
Skills of a novice reader

How is a child's literary experience acquired?

Many authors write that it is the literary experience that people acquire in childhood that influences the development of a person's values and forms his aesthetic culture, the development of reading skills. Opening the world of artistic verbal art to the preschooler, we lay the foundations for further literary education.

Already in the first grade it becomes clear how important this is. Children are able to be interested in fiction and feel the need to have books read to them.

To achieve this task, it is necessary first of all to develop the initial skills of the reader, who can experience the aesthetic pleasure of perceiving a work of art. Usually such readers are called developed and creative. S.Ya. Marshak considers them talented.

Given the existing conventionality of the concept of "reader" in relation to children of preschool age, we immediately note that this term refers to the future reader. Also, the term “reading skills” can be attributed to these children, since it is at this age that the first foundations are laid for the further formation of the reader in preschool.

Next, having considered the elements of the structure of the literary development of preschool children, we will discuss the importance of developing their artistic speech skills (which are the basis of future reading skills). We will also justify the need to use an integrated approach to solving this issue.

Elements of reading activity

N.N. Svetlovskaya (a well-known researcher and developer of methods for developing reading skills) offers a concept according to which the reader first needs to form the correct reading activity, which consists of three elements:

the reader must be motivated to read books and have specific goals for this;
the reader must be familiar with the world of books;
The reader must have a sufficiently high level of perception of the plot of the book read.

The book is a coded foreign speech addressed from the writer to the reader. This speech is framed by various artistic language means for a deeper transmission of impressions, thoughts and emotions.

According to T.A. Polozova, there are the following elements that make up the skill of correct reading: a person must receive aesthetic pleasure from reading, he must love to read books, receive joy from reading, perceive the aesthetic taste of works of art.

The literary process itself should also bring joy to the reader, he should understand the life of books, be able to discuss these topics among friends, be consciously interested in books, know their history and understand them as a product of the writer's activity. Through the book, the reader should be able to recognize the world of nature, man and life.

What tasks are set in the formation of a child-reader?

Educating preschoolers, teachers set themselves the task of shaping the personality of children. This goal is achieved by introducing children to the treasures of human culture.

Through literary works, people receive the experience accumulated by many previous generations. The development of reading skills is an important component for the formation of a harmonious fully developed personality.

Childhood at preschool age is one of the most favorable times for introducing children to literary art. It is at this age that love for books should be laid. But without the help of adults, children will not be able to adopt the experience of artistic activity.

The ability to perceive literary creativity, the formation of personality on the basis of obtaining cultural experience - all this depends entirely on the level of cultural development of the teacher himself.

It is especially important for the formation of preschool children to rationally organize their introduction to reading. At preschool age, children learn about the world in two ways: through sensory perception and through reading books.

In order for reading to become a powerful tool for enriching the personal development of a child, so that through reading a child can acquire a need for books, it is necessary to provide him with all the conditions that would allow him to develop the foundations of a reading culture.

Reading development - what's the problem?

Today the problem of teaching children to read is very relevant. Less and less often, children feel the need to read fiction to them. Today, technology is developing rapidly. Children receive a huge stream of information in a wide variety of forms. Parents often forget how important books are for the comprehensive development of their children's personality.

It is very important to teach children to find the information they need with the help of books. It is also important to raise grateful readers from modern children.

By reading the right books, the hearts of children are ennobled. Their mental faculties are improving. Books enable children to learn language better. All this allows them to better recognize the world around them, get acquainted with nature and relationships between people.

If you often read books with a preschooler, also make life observations with him and get acquainted with different types of human activity, then the child will gradually comprehend the world around him, he will learn to understand the beautiful, this will help him develop morality.

What is a future reader like?

So, every child is a reader. And for this he does not have to be able to read at all. After all, he listens to how adults read books to him. He chooses which story he wants to listen to. He perceives what is in the book, gives it his own assessment, and therefore is a reader.

If the child's reading abilities are not taken care of, then reading and developing reading skills can be harmful for him, as wrong stereotypes can be fixed in his mind.

The future reader should not just understand the content of a literary work. He must feel the artistic form used by the author, understand the figurative language. All modern programs reflect these skills. But in order for a child to sufficiently master reading skills, it is necessary that his development as a reader begins in the early preschool period.

It is at this age that children begin to receive their first literary impressions, they form artistic impressions in their minds, their emotional culture begins to develop, personal interests and needs develop.

Methods for the formation of artistic activity

Many domestic authors devoted their works to introducing preschool children to reading. They pay special attention to how children of different ages perceive works of art, what kind of artistic activity they show, how learning is connected with the creativity of children. It also affects the development of the ability for artistic speech activity.

Children should learn to appreciate works of art. This will help them overcome such an attitude towards works of literature, as if they only reflect reality and can broaden their horizons.

Pedagogical literature is replete with a variety of programs and methods that are united by a common goal - the formation of reader interest, the development of reading skills.

For example O.S. Ushakova writes that the teacher in kindergarten has an important task - to develop in preschoolers a love for a work of art, respect for literary works, and the development of reading skills. They offer a system by which children can become familiar with different types of fiction.

At the same time, the authors believe that the main goal of reading classes is the development of emotional-figurative perception of books, the formation of attention to the visual means of speech, the skill of using language means for expressiveness.

Today, the tasks of introducing children to various works of literature have changed. This is also reflected in legal documents. But although according to the text of various programs it is necessary to study literary works as a combination of form and content through the development of reading skills, in real life this is usually not done.

Often educators use time to read books just to fill in the gaps between two classes. As a result, preschoolers are not able to properly understand the figurativeness of literary speech, they perceive the text as a reflection of reality, they find only specific information in works of art.

Reader characteristic

According to some researchers, the separation of reading types becomes noticeable at the senior preschool age. We can distinguish the type of "literate readers". These children are able to perceive the text in the unity of form and content. They enjoy the very process of reading a book and understanding what they read. There is also a type of "readers-consumers". They are only interested in a book if they receive an award for it. They are not interested in what is written in the book.

Children belonging to the type of "business readers" show more interest in encyclopedic literature, and not in works of art. There are also children who are of the "leisure readers" type. They are not interested in the content of the book, and they can easily switch to something else. And children from the “illiterate readers” group do not perceive what they read.

Good readers can only grow as a result of properly organized work with books. According to Z. A. Gritsenko, each reader goes through two stages of the formation of reading abilities: the first stage is passive - the child listens to those works that an adult offers him; the second stage is active - the child already has several favorite works that he memorizes and retells well, and uses the plots of these books during games.

Novice Reader Skills

In developing a love of reading, one must remember that this process should be guided by the subsequent education of children in school. L.M. Gurovich determined the skills that a novice reader should have. They are based on the perception of aesthetic reality and on the understanding of the plot of literary works.

This includes a whole list of skills. The child should be able to listen to the reading of a work of art, correlate what he hears with the drawn pictures. He must notice the connections in the text, understand the main idea of the read work. He must see the motives of different characters, evaluate their actions.

Also, the child must be able to emotionally perceive the content and design of a work of art. He must be able to empathize with the characters, experience the feelings and moods of the heroes of fairy tales. Vivid pictures of the events described should emerge in his imagination. Also, children should be able to perceive the figurative meaning of some phrases, choose one of the most appropriate meanings of different words. Also, the child should use in everyday speech some verbal expressive means from the literature read.

Thus, preparing the future reader, it is necessary not only to accustom the child to the book as early as possible. It is necessary to develop in the child the skills of a full-fledged perception of the book that are appropriate for his age. However, today children are not very interested in books as such. This also applies to adults. Therefore, today the culture of reading in the preschool period is sharply declining.

Therefore, kindergarten employees are concerned about how to properly form the ability to perceive books, how to develop the spiritual and cultural world of preschoolers.

Education of the future reader is a very complex and lengthy process. It consists of successive stages, each of which has specific tasks.

Development of reading skills in children of preschool and primary school age

Author : Fuzaylova Violetta Borisovna

Heading : Pedagogy

Posted by in young scientist No. 44 (439) November 2022

Publication date of : 07.11.2022 2022-11-07

Article viewed: 2 times

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References:

Fuzaylova, V. B. Development of reading skills in children of preschool and primary school age / V. B. Fuzailova. - Text: direct // Young scientist. - 2022. - No. 44 (439). - S. 357-358. — URL: https://moluch.ru/archive/439/95719/ (date of access: 11/23/2022).

The article presents a popular science approach to the development of reading skills in preschoolers and younger students. The views of prominent psychologists involved in the development and analysis of the intellect of young children are disclosed.

Keywords: reading skills, early age, intelligence development, action and intelligence.

Auditory skills are born in a person from the first seconds of his birth, but the ability to classify various sounds appears later. From an early age, the child begins to explore the world, including through the sounds that surround him. From the first months of life, the infant is able to perceive each sound as a separate unit, later, by 4 months of life, syllabic susceptibility appears. This is closely related to the development of cognitive skills and the need for verticalization of a person, which opens up a wider vision of the world around.

Sound, imitation of speech or the process of cooing are individual moments in the development of the child. According to general statistics, the child begins to reproduce sounds similar to a syllable set in the period from 4 to 7 months, depending on emotional and intellectual skills.

One of the first to mention the periods of intellectual development of a child was the Swiss psychologist and philosopher Jean Piaget, who gained fame as the founder of the theory of intelligence.

Jean Piaget identified four stages in the development of the child's intellect. To teach children the skill of reading, it is necessary to familiarize themselves with the first two, since they are basic and necessary for the teacher to understand the correlation of the abilities of young children.

The first is the stage of sensorimotor intelligence. Based on sensory perception, the child learns the world and himself as a separate unit. He also deeply studies the action not just as a process, but tries to establish a connection between action and thought.

At the first stage of intelligence development, children are very sensitive to external factors and have a close relationship with the family. The child learns the world through the perception of sounds and objects that are demonstrated by parents and loved ones. It is very important at this stage to introduce the child to different sounds and timbres of speech. At the age of 1 to 2 years, the child is able to distinguish human speech from the language of an animal, as well as imitate the sounds of the most common animals. At the first stage, the child has a small vocabulary, so learning to read at such an early stage is not relevant. A more important role is played by the development of cognitive skills, which actively influence the development of speech in young children.

The second stage is the period of preoperative representations (from 2 to 7 years). The child tries to correlate the form of a new object with the already familiar ones, using associative thinking and imagination.

Skills acquired at this stage of development, such as associative thinking, can be used in teaching reading by making a visual analogy of an object and the sound it starts with. This method can be applied to work with young children, taking into account the fact that letters and sounds belong to their native language.

However, this concept will have a more complicated format if the language of instruction is foreign. When learning English as a second language, the child will have difficulty matching pictures with sounds in a foreign language, confusing them with dominant names in their native language, which can cause resentment and confusion in the child when learning. Thus, it is most effective to use the associative method of correlating letters and sounds when working with children from 2 years of age, if they have speech signs and the necessary vocabulary in their native language.

A similar teaching methodology can be applied to a group of older children (from 4 years old) if they have the ability to phonetically perceive a foreign language. When teaching a foreign language, it is necessary to gradually form a vocabulary and correlate objects with pictures and new sounds, since languages differ phonetically.

Based on Jean Piaget's theory of intelligence development and understanding the features of the two basic periods, the teacher can gradually develop reading skills in young children.

Of the other prominent scientists who studied the development of the child, it is necessary to note Maria Montessori. She proceeded from the idea that there are internal impulses of child development that need to be known and taken into account when teaching children. It is necessary to give the child the opportunity to master the knowledge to which he is predisposed at a given time - a period of sensitivity (to order, details, control of hands) [1, p. 45].

Based on this approach, the teacher can use the creative component of children's thinking to create letters from plasticine or other soft material, thereby activating several spectrums of thinking. Also later, Jean Piaget mentioned the need for action as a key engine for the development of thought in an early age child.

“A child's intellect is built on the basis of action, on the basis of action with things. In order to cognize objects, the subject must act with them: grasp, feel, bring closer, remove, move, correlate, etc.” [1, p. 116].

This method can be used when teaching children to read in a foreign language. For better perception, in addition to pictures, making letters, you can associate objects with certain sounds. In the game format, the child can take objects in his hands, shake, examine, feel, differentiating color and texture. The use of all of the above methods will give the greatest effect when teaching young children to read. This will involve in the learning process from an early age and will allow you to quickly analyze the text already at an older age.

It should also be taken into account that the methodology of early development is not generally accepted, however, some approaches can be applied partially at the stage of preparation for school. The development of reading skills and learning the alphabet will help in the formation of memory, the development of analytical skills, and also teach concentration. All this will enrich the child and help the faster assimilation of school material.

Literature:

Age-related psychology. - M., 2005.

Basic terms (automatically generated) : early age, child, sound, foreign language, children's education, mother tongue, associative thinking, life month, reading skill, single unit.

Keywords

reading skills, early age, intelligence development, action and intelligence

Pre school reading skills

Reading Development and Skills by Age

Babies (ages 0–12 months)

Toddlers (ages 1–2 years)

Preschoolers (ages 3–4 years)

Kindergartners (age 5 years)

Younger grade-schoolers (ages 6–7 years)

Older grade-schoolers (ages 8–10 years)

Middle-schoolers and high-schoolers

Related topics

5 Pre-Reading Skills Kids Need To Be Successful Readers

5 Pre-Reading Skills Need To Be Successful Readers:

1.

2. Language Skills

3.

4. Letter Knowledge

5.

Preschool Unit Lesson Plans:

More Resources for Pre-Readers:

Pre-Reading Skills Checklist:

Development of reading skills in preschool children

How is a child's literary experience acquired?

Elements of reading activity

What tasks are set in the formation of a child-reader?

Reading development - what's the problem?

What is a future reader like?

Methods for the formation of artistic activity

Reader characteristic

Novice Reader Skills

Development of reading skills in children of preschool and primary school age

Keywords

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