Preschool reading skill

10 Ways to Build Pre-Reading Skills in Kids

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Here are some fun, simple pre-reading skills activities for preschoolers that are fun for home or school.

There are everyday activities kids should already be doing at home, as well as some other ideas to try.

What is Pre-Reading?

So, what are pre-reading skills?

Before any child can learn to read well and become a competent speller, five pre-reading skills must be mastered in order to lay a proper foundation.

Pre-reading skills are important as they set children up to decode words independently and read with understanding. They need to be developed before teaching a child to read.

They are important for school readiness and early literacy development.

What are the 5 Pre-Reading Skills?

These are the five main pre-reading skills that every student must master before learning to read, as listed in the article Reading readiness: The Top 5 Skills, by All About Learning Press.

1.

Print awareness is the understanding that letters form words and that these words have meaning when they are read.

It is knowing that the four letters on a stop sign have a message and that the words in a book tell a story or provide information.

There is also an understanding of the order of reading as they watch people read from left to right, and cover to cover.

2.

The desire to decode words and understand what is in a book is essential before a child learns to read.

A baby is too young and does not yet have the motivation to want to decode the words in his plastic bath book.

Older children who have developed print awareness, and have listened to their parents read bedtime stories, will want to start understanding the words on the pages themselves.

This skill must be fostered until children develop a healthy desire to read.

3.

When a child is able to ask and answer questions about a story or summarize what they have read or heard, they have developed listening comprehension.

4.

Knowing the difference between upper-case and lower-case letters and recognizing letters and their sounds, forms the basis of letter knowledge.

Without this, words cannot be decoded and sounds cannot be blended together.

5.

This refers to hearing the different sounds in words (beginning sounds, end sounds, rhyming patterns, middle sounds and individual sounds).

Good phonological awareness means children are able to blend sounds together, decode them and manipulate them.

These five skills can be developed from a very young age in many easy ways.

Here are some ideas, starting with basic activities to develop print awareness, motivation and listening comprehension, and moving on to more advanced activities that build letter knowledge and phonological awareness.

10 Pre-Reading Skills Activities for Preschoolers

Here are some simple activities for pre-reading skills. They are also suitable for kindergarteners.

Many of these activities are inspired by the ideas in the Phonological Awareness Package, compiled by Jane Sheils and Yvonne Sawyers.

1.

It’s never too early to start reading to your children.

Initially, it may just be soothing to listen to you read as your baby falls asleep, but as our child grows he will get used to the idea that the book represents a message.

When reading to your older children, even those who can already read, you will be instilling a love for books and showing that you value time to read together.

Read your kids these fun rhymes about books. They are all about the magic of reading.

2.

Develop listening comprehension and stimulate higher-order thinking skills by asking questions while reading.

Make sure to incorporate a variety of question types, such as cause-and-effect questions, predictions and opinions.

3.

There are several ways to do this:

• Read the road signs as you drive and discuss what they mean. What would happen if people couldn’t read the sign that says “Beware of school children crossing the road”?
• Discuss the labels on your groceries. Why does the chemical cleaner have warning words? How do you know how much sugar is in your cereal?
• Discuss books. How do you know who is the author of a book? How do you know what the book is about before you read it? Which cover is the front cover and which is the back cover?
• Open the mail together (letters and emails). Who are these letters from? What message do they have for me? How do I know how much I need to pay for electricity usage this month?

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• Play with magnetic letters, letter tiles, stamps, letter cut-outs and shapes.
• Teach your child the letters in their name.
• Learn the alphabet song.
• Think of nouns that start with each letter.
• Use alphabet charts to compare upper-case and lower-case letters.

5.

Rhymes, songs and poems are a great way to start introducing rhyming words. They help children learn to read. Point out the sets of rhyming words as you sing them.

Make up new rhymes with simple patterns such as an (can, man, ran, pan) or ip (tip, rip, lip, sip).

When your child is old enough to play with sounds, move on to rhyming games.

6.

• Find rhyming words – Say the word cat. What sound does cat end in? What other words end in at – mat, pat, rat, etc.
• Identify words that don’t rhyme – Say three words e.g. lap, map, hop. Which word doesn’t fit in?
• Finish the sentences with a rhyming word – Finish the sentence by finding a word that rhymes with cat: My cat is wearing a _____?

7.

Develop listening skills by asking your child to listen to a word, remember it and then remove part of it, mentally. Use compound words at first.

Here is an example of the instructions to give:

• Say jellyfish
• Now say jellyfish again but without jelly.
• Answer: fish

This can be very difficult at first but is an excellent activity for developing listening and the ability to manipulate sounds.

Give the answer at first until the concept is understood, and your child can do it independently.

8.

Start by listening for the beginning sound in words:

• Write down two sounds or use two letter tiles.
• Say a simple, 3-letter word and ask which sound the word begins with.
• Your child must either circle the letter or point to it and say it out loud.

Then, follow the same procedure and listen for the end sound.

And finally, identify the middle sound.

Vary this activity by saying just one sound (e.g. ‘t’) and asking where the sound is in the word – beginning, middle or end.

9.

When your child is able to identify sounds and hear them at the beginning, end and middle of words, she is then ready to manipulate sounds. Here is an example:

• Say cat
• Now change the c to a m
• What do you hear?
• Answer: mat

Make sure you are using the actual sound, not the letter name (mm, not em)

• Say ham
• Now change the m to a t
• What do you hear?
• Answer: hat

10.

The final step is sounding out words and blending letters. These activities can be done with letter tiles.

Sounding out/decoding:

• p-e-n (pen)         
• c-a-t (cat)

Blending: 

This activity can be done with letter tiles. Place an e and d together to form ed, then add new letters to the beginning to make new words.

• b-ed (bed)
• r-ed (red)
• l-ed (led)

When children have the phonological awareness to decode words, then they are ready to read!

I hope you enjoyed these preschool and kindergarten pre-reading activities.

Remember that pre-reading and pre-writing skills are both important to develop before introducing formal instruction to young children.

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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.  Motivation To Read

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 children of preschool and primary school age

Author : Fuzaylova Violetta Borisovna

Category : Pedagogy

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

Publication date : 07.11.2022 2022-11-07

Article viewed: 13 times

Download electronic version

Download Part 5 (pdf)

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: 02/09/2023).



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 and alphabet skills will help in the formation of memory, the development of analytical abilities, and also teach concentration. All this will enrich the child and help the faster assimilation of school material.

Literature:

1. 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

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