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Reading 101: A Guide for Parents

What is reading? And what are the core skills that young children need to become successful readers? Learning to read is complex, but this overview can help explain key terms and demystify the process.

Click these links to jump ahead to each section:

Raising a reader

Take a look at this article, 10 Things You Can Do to Raise a Reader for a quick overview.

To discover simple ways help your child build literacy skills at home, click on your child's grade level in the links on the left.

What is reading?

It's not an easy thing, learning to read. Our brains are naturally wired to speak, but they are not naturally wired to read and write. We need to be taught how to read. Most children learn to read at about age 5 or 6 and continue developing more sophisticated language and comprehension skills throughout their schooling.

Reading is making meaning from print. It requires that we do these three things, all at the same time:

  • Identify the words in print — a process called decoding and word recognition
  • Construct an understanding from words in print — a process called comprehension
  • Coordinate identifying words and making meaning so that reading is automatic and accurate — an achievement called fluency

Reading in its fullest sense involves weaving together word recognition and comprehension in a fluent manner. These three processes are complex, and each is important. How complex? Let's find out ...

To develop word recognition, children need to learn:

  • How to break apart and manipulate the sounds in words — this is phonemic awareness.
    Example: feet has three sounds: /f/, /e/, and /t/
  • Certain letters are used to represent certain sounds — this is the alphabetic principle.
    Example: s and h make the /sh/ sound
  • How to apply their knowledge of letter-sound relationships to sound out words that are new to them – this is decoding.
    Example: ssssspppoooon — spoon!
  • How to analyze words and spelling patterns in order to become more efficient at reading words — this is word study.
    Example: Bookworm has two words I know: book and worm.
  • To expand the number of words they can identify automatically, called their sight vocabulary.
    Example: Oh, I know that word — the!

To develop comprehension, children need to develop:

  • Background knowledge about many topics.
    Example: "This book is about zoos — that's where lots of animals live."
  • Extensive oral and print vocabularies.
    Example: "Look at my trucks — I have a tractor, and a fire engine, and a bulldozer."
  • Understanding how the English language works.
    Example: "We say she ate her dinner, not she ated her dinner."
  • Understanding how print works.
    Example: "Reading in English goes from left to right."
  • Knowledge of various kinds of texts.
    Example: "I bet they live happily ever after."
  • Various purposes for reading.
    Example: "I want to know what ladybugs eat."
  • Strategies for making meaning from text, and for problem solving when meaning breaks down.
    Example: "This isn't making sense. Let me go back and reread it."

Stages of reading development

Learn about the four stages of reading development that children move through as they progress from emergent to fluent readers.

To develop fluency, children need to:

  • Develop a high level of accuracy in word recognition
  • Maintain a rate of reading brisk enough to support comprehension
  • Use phrasing and expression so that oral reading sounds like speech
  • Transform deliberate strategies for word recognition and comprehension into automatic skills

Reading motivation matters, too

If reading isn't pleasurable or fulfilling, children won't choose to read, and they won't get the practice they need to become fluent readers.

So reading also means developing and maintaining the motivation to read. To do that, children need to:

  • Appreciate the pleasures of reading.
  • View reading as a social act, to be shared with others.
  • See reading as an opportunity to explore their interests.
  • Read widely for a variety of purposes, from enjoyment to gathering information.
  • Become comfortable with a variety of different written forms and genres.

Here are some honest and smart tips from kids on reading motivation: What Parents Can Do: Reading Tips from Kids

How can I encourage reading when it’s hard for my child?

Literacy expert Kegi Wells shares different strategies to help children become stronger and more engaged readers. From our video series Reading SOS: Expert Answers to Family Questions About Reading.

So … what is reading?

Learning to read is complex. Children don't learn one reading-related skill and then move on to the next in a step-by-step process. Instead, they must develop competency in four areas at the same time: word identification, comprehension, fluency, and motivation.

That's quite an achievement for a six year old!

In the sections below, you'll learn more about six key areas of reading.

Print awareness: understanding what print is and the parts of a book

Print awareness is the understanding that print carries meaning and that in English it reads from left to right. It also means learning that books contain letters and words, have front and back covers, and are handled in a certain way.


Print awareness (also called "concepts of print") is a child's earliest introduction to literacy. Children with print awareness understand that print carries meaning and has different functions depending on the context in which it appears — for example, menus list food choices, a book tells a story, a sign can identify a favorite restaurant or warn of danger.

Most children become aware of print long before they enter school. They see print all around them, on signs and billboards, in alphabet books and story books, and in labels, magazines, and newspapers. Seeing print and observing adults' reactions to print helps children recognize its various forms.

The ability to understand how print works does not emerge magically and unaided. This understanding comes about through the active intervention of adults and other children who point out letters, words, and other features of the print that surrounds children.

When children are read to regularly, when they play with letters and engage in word games, and later, when they receive formal reading instruction, they begin to understand how the system of print functions; that is, print on a page is read from left to right and from top to bottom; that sentences start with capital letters and end with periods, and much, much more.

As they participate in interactive reading with adults, children also learn about the features of a book — such as author and illustrator names, book title, and page numbers. They also learn about book handling — including how to turn pages, how to find the top and bottom of a page, how to identify the front and back cover of a book.

As part of this learning, they begin to develop the very important concept of a "word" — that meaning is conveyed through words; that printed words are separated by spaces; and that some words in print look longer (because they have more letters) than other words.

Phonological and phonemic awareness: recognizing the sounds in spoken words

Phonological and phonemic awareness is the ability to hear, identify, and play with the sounds in spoken language — including rhymes, syllables, and the smallest units of sound (phonemes).


Phonological and phonemic awareness is about the sounds in spoken words and a child's understanding that spoken words are made up of sounds. While phonics focuses on teaching sound-spelling relationships and is associated with print, phonological awareness tasks are oral.

Phonological awareness

Phonological awareness is made up of a group of skills. Examples include being able to identify words that rhyme, counting the number of syllables in a name, recognizing alliteration, segmenting a sentence into words, and identifying the syllables in a word. The most sophisticated — and last to develop — is called phonemic awareness.

Phonemic awareness

Phonemic awareness is the ability to notice, think about, and work with the individual sounds (phonemes) in spoken words. Manipulating the sounds in words includes blending, stretching, or otherwise changing words. Children can demonstrate phonemic awareness in several ways, including:

  • Recognizing which words in a set of words begin with the same sound.

    ("Bell, bike, and boy all have /b/ at the beginning.")

  • Identifying and saying the first or last sound in a word.

    ("The beginning sound of dog is /d/." "The ending sound of sit is /t/.")

  • Combining (blending) the separate sounds in a word to say the whole word.

    ("/m/, /a/, /p/ – map.")

  • Breaking (segmenting) a word into its separate sounds.

    ("up – /u/, /p/.")

  • Changing a sound to make a new word

    ("Change the /t/ for /m/ – top becomes mop")

Children who cannot hear and work with the phonemes of spoken words will have a difficult time learning how to relate these phonemes to letters when they see them in written words.

What is phonological awareness?

This video was produced by Understood.

Phonics and decoding: connecting the sounds of speech with letters

Phonics is a step-by-step way to teach the alphabetic principle — the idea that letters represent the sounds of spoken language — and that there is a predictable relationship between letters and sounds. "Decoding" is the act of sounding out words using phonics.


The goal of phonics instruction is to help children learn the alphabetic principle — the idea that letters represent the sounds of spoken language — and that there is an organized, logical, and predictable relationship between written letters and spoken sounds.

Learning that there are predictable relationships between sounds and letters allows children to apply these relationships to both familiar and unfamiliar words, and to begin to read with fluency.

Children are taught, for example, that the letter n represents the sound /n/, and that it is the first letter in words such as nose, nice and new. When children understand sound–letter correspondence, they are able to sound out and read (decode) new words.

Learning how the 26 letters in our written alphabet are used to represent the roughly 44 sounds in our spoken language allows children to unlock the code of our written language!

Phonics instruction should be:

  • Systematic: the letter-sound relationship is taught in an organized and logical sequence.
  • Explicit: there are precise, detailed directions for teaching letter-sound relationships.
  • Every day: provides frequent opportunities for children to apply what they are learning about letters and sounds to the reading of words, sentences, and stories.

Fluency: reading with accuracy and expression

Fluency is a child's ability to read a book or other text with accuracy, at a reasonable rate, and with appropriate expression. Reading fluency is important because it provides a bridge between word recognition and comprehension.


When kids can read fluently, it's easier for them to understand what they're reading. And they read aloud easily and with expression — this makes reading a lot more enjoyable!

Less fluent readers read more slowly and word by word. They must focus their attention on figuring out the words, leaving them little attention for understanding the meaning of text. Comprehension and motivation to read can suffer. Of course, beginning readers aren't fluent yet, but by the end of first grade, kids should be reading books at their grade level with ease and expression.

Fluency develops gradually over time and through practice. At the earliest stage of reading development, students' oral reading is slow and labored because students are just learning to "break the code" – to attach sounds to letters and to blend letter sounds into recognizable words.

When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.

Because fluent readers do not have to concentrate on decoding the words, they can focus their attention on what the text means. They can make connections among the ideas in the text and their background knowledge. In other words, fluent readers recognize words and comprehend at the same time.

Vocabulary: knowing what each word means

Vocabulary is word knowledge. Word learning is an ongoing process — we are always adding to our "word bank." The goal is to recognize and understand the meaning of spoken and written words.


Vocabulary plays a key role in the reading process and is critical to reading comprehension. Children learn the meanings of most words indirectly, through everyday experiences with oral and written language. Other words are learned through carefully designed instruction.

Vocabulary refers to the words we must understand to communicate effectively. We can identify four types of vocabulary: 

  • Listening vocabulary: the words we need to know to understand what we hear.
  • Speaking vocabulary: the words we use when we speak.
  • Reading vocabulary: the words we need to know to understand what we read.
  • Writing vocabulary: the words we use in writing.

Beginning readers must use the words they hear orally to make sense of the words they see in print. Kids who hear more words spoken at home learn more words and enter school with better vocabularies. This larger vocabulary pays off exponentially as a child progresses through school.

Consider, for example, what happens when a beginning reader comes to the word dig in a book. As she begins to figure out the sounds represented by the letters d, i, g, the reader recognizes that the sounds make up a very familiar word that she has heard and said many times. It is harder for a beginning reader to figure out words that are not already part of their speaking (oral) vocabulary.

As children learn to read more advanced texts, they must learn the meaning of new words that are not part of their oral vocabulary.

While most vocabulary is learned indirectly, some vocabulary must be taught directly by: (1) providing kids with instruction in specific words that are important to understanding a particular text; and (2) teaching kids more general word-learning strategies that they can apply to a variety of words, such as analyzing parts of words (e.g., root words).

Understanding vocabulary: why it’s critical to your child’s reading

This video is from Home Reading Helper, a resource for parents to elevate children’s reading at home provided by Read Charlotte. Find more video, parent activities, printables, and other resources at Home Reading Helper.

Comprehension: understanding what you read

Comprehension is the goal of reading! It is the thinking process readers use to understand what they read. Strong vocabulary, background knowledge, and an understanding of how language works are keys to comprehension.


Comprehension is the reason for reading. If readers can read the words but do not understand or connect to what they are reading, they are not really reading. Good readers are both purposeful and active, and have the skills to absorb what they read, analyze it, make sense of it, and make it their own.

Strong readers think actively as they read. They use their experiences and knowledge of the world, vocabulary, language structure, and reading strategies to make sense of the text and know how to get the most out of it. They know when they have problems with understanding and what thinking strategies to use to resolve these problems when they pop up.

Teachers can play a critical role in helping students develop their comprehension skills. Reading research has shown that comprehension instruction can help students do a better job of understanding and remembering what they read. Good instruction can also help students communicate with others, verbally and in writing, about what they’ve read.

What good readers do

Draw on prior knowledge. Good readers draw on prior knowledge and experience to help them understand what they are reading.

Draw inferences. In addition to understanding the literal points that the author is making, good readers are able to “read between the lines” and draw inferences about a wide range of hidden meanings, such as why events are unfolding as they do, why characters behave in a certain way, what the characters are thinking, and what might happen next.

Self-monitor. During reading, good readers learn to monitor their understanding, adjust their reading speed to fit the difficulty of the text, and address any comprehension problems they have. After reading, they check their understanding of what they have read. Students who are good at monitoring their comprehension know when they understand what they’re reading and when they don’t.

Form mental images. Good readers often form mental pictures, or images, as they read. Readers (especially younger readers) who picture the story during reading understand and remember what they read better than readers who do not create a picture in their mind.

Summarize and retell. Summarizing requires students to determine what is important in the text and then put it into their own words by retelling, verbally or in writing. Instruction in summarizing can help students become more purposeful as they read and more skillful in comprehending. Summarizing can help students to:

  • Identify main ideas orally or in writing.
  • Connect the main or central ideas orally or in writing.
  • Learn to weed out unnecessary information.
  • Remember what they have read.

Can your child tell you what happened in the story?

This video is from Home Reading Helper, a resource for parents to elevate children’s reading at home provided by Read Charlotte. Find more video, parent activities, printables, and other resources at Home Reading Helper.

More resources on reading

Librarian's conversation with parents of children of preschool and primary school age - Vladivostok Centralized Library System organize conversations “The role of family reading in introducing a child to a book” at parent meetings of kindergarten groups No. 30 and No. 187, as well as 1 “C” and 2 “B” classes of secondary school No. 68.

We are holding an online meeting and we give material for these parents, guiding them in this matter, as well as for all interested parents in raising a reading child. nine0010

The importance of reading in a person's life is so obvious that everyone in the audience would certainly like their child to love reading. It is at preschool and primary school age that it is determined who will be a reader in the future and who will not. Therefore, at this age level, it is especially important to introduce the child to the golden fund of a children's book.

Unfortunately, in our age of information, the attitude of children to books has changed, interest in reading has begun to decline. According to numerous studies, already at preschool age, children prefer watching TV and video products and playing computer games to books. As a result, schoolchildren do not want to read, their academic performance decreases, because children still at preschool age have not learned to listen and process the information received. nine0003

The ability to carefully “digest” information in the brain and analyze it can only be developed through reading books. Reading information is better remembered. On the page you can stop, think, reread it. Retelling teaches to analyze the text, to treat it critically. Reading develops the imagination: the child himself represents the characters, and does not accept the image created by others.

Thus, it is necessary to introduce the child to book culture from preschool age. To educate an attentive listener who knows how to accept the necessary information, process it. nine0003

It's no secret that the desire to read, a strong interest in reading is formed in the family and its basis is the child's habit of reading. Early age is an auspicious time to develop in your child a love of books and reading.

It is impossible to instill a love of reading all at once and suddenly. This is a long process that requires constant work and a lot of patience. A qualified reader, as historical experience shows, is formed only in the conditions of a group of readers of different ages, with the participation of an adult:

  • Reading by an adult to himself in the presence of a child.
  • Reading with him.
  • Joint experiences caused by the work.
  • Discussion read.

All this ultimately contributes to the beginning of the literary education of the child-reader.

And if parents are literate and thinking people, then they will be the first to start working on shaping the child's interest in books. How can they do it?

Here are some tips for parents (from the book by W. Williams "The negligent reader. How to develop and maintain the habit of reading in children"):

  1. Enjoy reading yourself (quote, laugh, memorize passages, share what you read…).
  2. Read aloud to children from an early age. Do not replace true acquaintance with the book by listening to audio recordings of fairy tales.
  3. Take your children to the library and teach them how to use its collections.
  4. Show that you appreciate reading: buy books, give them yourself and receive them yourself as a gift.
  5. Make reading fun by showing that books are full of great ideas that children can use in their lives. nine0030
  6. Let the children choose their own books and magazines.
  7. Subscribe to magazines for the child (in his name), taking into account his interests.
  8. Have the child read aloud to small children or to someone in the household.
  9. Encourage reading (allow staying up late to read).
  10. Play board games that involve reading.
  11. There should be a children's library in the house.
  12. Collect books on topics that will inspire children to read more about it (books about dinosaurs, space travel, etc.). nine0030
  13. Invite the children to read the book the movie is based on before or after watching the movie.
  14. If the children have watched an interesting TV show, get a book on the subject.
  15. Set up a home theater: read by roles using costumes and props.
  16. Ask your children often about the books they read.
  17. At first, it is better for children to read short stories, and not long stories: then they will have a feeling of completeness and satisfaction. nine0030

It is worth dwelling on the approach to reading aloud. Firstly, you should try to choose books on topics that are interesting to your child, and not what seemed interesting to you as a child, or what is customary to read to children, and you think is appropriate - Russian fairy tales, poems by recognized writers, familiar to you from an early age. childhood, stories that seem instructive and useful to you, but the child is not interested at all, etc.

In addition, how to read aloud matters.

Do not be too persistent, academic and follow all the rules of reading. Don't force anything! Doesn't want to listen to the end - no need to force. If the child is interested in what you are reading, he will definitely come back and ask to read the ending. Even if at the moment he does not have the patience to sit and listen or have more important things to do. It is not necessary to read everything at once and in the correct order. If the child wants to “jump”, look at pictures, play with a book, let him do it! Let him get from the book all the pleasures he wants, and there will be no feeling that the book is when everything is boring and correct. nine0003

There is one more thing that can push a child away from reading aloud — if every time after finishing a book he is “interrogated” in detail about what happened there, with details, asked to describe, asked a lot of questions. This is not easy for all children, sometimes you don’t want to do this. Reading turns from pleasure into a lesson.

Give them the opportunity to “digest” what they heard, somehow figure it out for themselves, get impressions from reading, it is not at all necessary to put it into words right away. nine0003

There is no doubt that family reading is a means of spiritual communication with children. And if love and respect for the book reign in the house, then we can hope that the child will awaken interest in literature.

The tradition of family reading is very important in the system of family education. And do not think that it will become a thing of the past, because there is a TV, computer and other sources of information. Family reading is not a way to get information and not a form of accumulation of knowledge. This is the most important and best way of communication and unobtrusive, indirect education, which is the most important and most effective. nine0003

It has been proven that if a child begins to hear expressive reading of texts written in good language early, then his own speech develops faster and becomes richer than that of people who hear only colloquial speech.

Family reading becomes an important part of the household when it becomes a ritual. For example, they read aloud when everyone has already gathered after a working day, after dinner or before going to bed. It is good if by that time the child has completed all current affairs (lessons, cleaning toys, washing, etc.). In anticipation of reading, these tasks, which often cause problems, will be easier. It is important not to turn reading into an instrument of reward or punishment. You should not say: “If you remove the toys, I will read it.” It is better to assume that they will be removed anyway, but "the faster you remove the toys, the more we will have time to read. " nine0003

It is very important not to stop reading aloud when children have already learned to read. Firstly, independent reading at first is not an easy job for the child, and for a long time he will not be able to enjoy the plot moves and the language of the book, being absorbed in the reading process itself. Secondly, and, most importantly, family reading is the most important moment of communication between children and parents, because it involves sitting next to each other (and tactile sensations are just as important for the development of kids as others), and empathy, and discussion. nine0003

When you have finished reading, invite your child to quietly think about what will happen next in the book. The next day, before reading, ask him to remind you of what was in the book yesterday and share how he imagines the development of the action. This helps the child to better understand the text and develops his speech and imagination.

Speaking of reading aloud, we should also mention audio books, which are very popular nowadays. There are audiobooks for children, audio fairy tales (as there were once gramophone records with fairy tales for children, only the repertoire available now is much wider), which many children listen to with great interest. If you don't have enough time for long hours of reading aloud, or if you don't feel like you have enough artistry, then this is a good way to teach your child to listen to books. You can also start a tradition of drawing "illustrations" for the story you hear. The main thing is to choose those books that are interesting to our listener. nine0003

And here is the method proposed by the famous teacher Sh. Amonashvili.

Its essence is that Carlson gives advice on what to read. He sends him letters about which books he himself is crazy about. This "authoritative" opinion of the beloved hero has a positive effect. The child happily takes up reading, which Carlson himself loves.

The most important thing that parents can do is to advise their child to enroll in the library, and at first visit it with him.

And one more thing. When a child is sick, he needs more attention than a healthy child. Moreover, he needs a positive attitude. Reading a funny book together with a child will solve this problem. nine0003

Reading aloud to a child involves sitting side by side - tactile movements are important for a sick person.

Good book:

  • Adds extra pleasure.
  • Mobilizes the spiritual forces of the child.
  • Beneficial effect on the emotional world of the child.
  • Soothes and distracts from illness.
  • Gives health to the soul.

In order to teach a child to read, you need to pick up books that for 15-20 minutes in the evening will create a common world for the child and the parent tired of daytime worries, in which the main characters will be the child, the mother, who at least briefly returned to childhood, and a book. Children need to see that the book is of interest to their parents. Only this can form the correct attitude of the future reader towards them. nine0003

The main burden falls on parents, who, in their busy schedule, still have to find time for family reading. Librarians and educators can only be their assistants.

What to read for yourself, each parent decides for himself, but you need to remember the main rule - a child needs to read only what the adult himself likes. After all, you can’t force reading, you can only “infect” with your love of reading.

Borisenko S.F., chief librarian Library No. 17 MBUK "VTsBS"

Information for parents


  • Application form for enrollment in a preschool group 9030
  • Receipt for the provision of documents
  • Application form for training in an adapted educational program for preschool education
  • Application form for waiver of seat
  • Application form for expulsion from the preschool group
  • nine0029 Vacation application form


  • This link will take you to the Department of Education website, which contains regulations on catering and compensation for care and maintenance, memos for parents and an email address for questions.
  • ORDER dated 08.08.2019 No. 34-np "On amendments to the order of the Department of Education of the Yaroslavl Region dated 03.25.2014 No. 34-np"

Dear parents! You can see your children's daily menu at the link: Hot meals at school

Parent Information Corner

Dear Parents! Today we will talk with you on an interesting and exciting topic: “How to form an interest in communicating with a book, reading in preschool children”?

I don't think it's worth mentioning that there is a tendency in society to reduce the interest and need for reading. Especially worryingly, this affects children, who are more attracted to watching TV, playing games on tablets and computers. Yes, and many parents prefer electronic games of a developing and educational nature, rather than reading fairy tales to their child or doing them. But it is precisely the preschool age that is distinguished by curiosity and emotionality. It is at this age that interest in the book is born, the reader's experience is acquired. nine0186 Therefore, to form a need for reading in a preschool child is a very important task for teachers and parents.
The process of forming a child's interest in a book and its content at preschool age is largely determined by how much parents are involved in this process, what is the attitude of the family to the book, how the process of reading at home is organized, and how much interest in what is read in kindergarten is maintained. From talking with children about whether parents read books to you, I came to the bitter conclusion that some parents do not attach much importance to the role of books in the development of the child, while others hope that the child will acquire the necessary reading experience in kindergarten. However, if this issue is not dealt with in a timely manner, it will be difficult to form an interest in reading in elementary school, and in some cases it is impossible.
One of the important ways to solve this issue is the systematic work of introducing the child to reading children's literature both in preschool and in the family. It is the family with its unique atmosphere of kinship, intra-family relations, the love of parents that provides children with psychological comfort. And the child's love and trust in his parents make him particularly susceptible to their influence. It is necessary to maintain constant cooperation between the family and the kindergarten and be a logical continuation of the work. nine0188 - An appropriate subject-developing environment is organized in kindergarten groups, at home there should also be a corner with books selected by the age of the children. There, the child, together with his parents, gets acquainted with new books and shares what he has read with the children in a group (with a demonstration of the book).
- If possible, take your children to the nearest library.
- Spend more time to familiarize the child with his native land, with his small homeland (tell us about the traditions of our ancestors, the history of the village, its culture, introduce the art of our fellow countrymen, introduce the heroes of our village, spend more time in nature, each time paying attention to its characteristics). This will keep you in child interest in knowledge, motive to search for new information.
- It is necessary to help the child to realize himself in independent creative activity. Read a fairy tale or story, draw the characters of the work or plot, bring the work to the garden, show and tell grandmother, etc.
- Choose a book together in the store, jointly discussing the need to choose a particular book, getting acquainted with its contents.
- Encourage and support the desire and participation of the child in various creative competitions (competition of poems, songs, dances, drawings; theater activities, dramatization games, role-playing games ...) while not forgetting to refer to additional information that can be found together in books (about the author of poetry, about the artist, the history of the origin of dance, tell about the theater and its work, play a fairy tale plot together, etc.). nine0003

- Ask every day about what you read today? What poem did you learn? And let's remember the verses that you know with you! I like them so much. Showing your interest in the activities of the child, you thereby stimulate him to the manifestation of greater cognitive activity.
Dear parents! Try to be an active partner in all creative endeavors of the kindergarten. Take an active part in all activities with your children. Live this period (preschool childhood) together, not side by side. It is during this period that you need to have time to lay down and develop all the best, to form all the most valuable. nine0188 To form a child's interest in reading at this age through various activities means taking care of his intellectual, moral, spiritual potential, opening the way to the most important source of information - a book!

7 secrets of cultivating interest in reading.
1 secret. Read for yourself.
It is not our words that bring up a child, but deeds and the environment. A family where parents often read and discuss books is likely to grow up to be a good reader. Want to instill an interest in reading in your child? Read for yourself and read to your child, talk about what you read, discuss books. nine0188 2 secret. Learn by playing.
A person will never love what is given to him with difficulty. He will endure, but not love. If you teach a child to read, teach in a way that makes it easy and interesting for him, teach while playing. Only in the game can a child learn without feeling pressure, without experiencing stress and negativity. It is in the game that the best results are achieved at the lowest cost.
3 secret. All through interest!
The interest of the child comes first, not what you want or need. Read those books that your child likes, that are interesting to him. Read books by age! And if, in fact, you need to read something that does not delight the child, then help the child read and understand, read it together. nine0188 4 secret. Book design.
Pay attention to the design of the book. Children simply need illustrations in the book, good quality paper and clear type. It is very good if each page has a large illustration and some text. Because a large amount of text causes fear, tires the child and reduces the ability to understand the text.
5 secret. Use the Cassil method.
Find an interesting book and start reading. Get to a very interesting moment, where some kind of intrigue is created, a turning point in events, and suddenly remember that you need to do something urgently - stop reading. Leave the book with a bookmark and tell your child that he can wait until tomorrow or try reading on his own. Of course, the child will want to know the sequel, but not everyone will pick up a book and start reading. Someone will wait until tomorrow. But if the child took the book and began to read, then it is worth praising him and offering to read it together (line by paragraph). The next time the child will again take the book and begin to read it in the hope that you will immediately come to the rescue. But don't rush. Of course, it is necessary to praise him for his desire to read, but it is not immediately possible to come to the rescue. Let him read a little. And only then you offer to read alternating. And so every time you praise the child for the desire to read, but help to finish reading later and less. So gradually you will reach the moment when the child finishes everything himself. nine0188 6 secret. Read to a child!
Read to your child, even if he can already read. In any case, you will read better than the child, show him an example of correct and expressive reading, and help him better understand the meaning of the text. By reading with your child, you will get to know the interests of the child, his thoughts and desires better. And the child will feel your support and interest, which contributes to the development of mutual understanding. Joint reading also contributes to the development of mindfulness, because an adult can always ask a clarifying question, and the child needs to answer it. nine0188 7 secret. We develop interest through the situation of victory.
Ask your child problematic questions, provoke an argument and offer to find out who is right with the help of a book. Of course, the child wants to prove that he is right, and most likely, he will look for proof of his innocence. At first, of course, it is necessary to adjust the question so that the child is still right. This forms success and reinforces the feeling of pleasure from the process of finding evidence. The child understands that he read not in vain. There are many such controversial questions. For example: children from kindergarten know that a swallow is a migratory bird. And you say no, the swallow hibernates, only she hides under the bark of trees or burrows into the ground. And show that it is written in this book. Most children will prove what they were told in kindergarten or school. And you stand your ground and offer to find the answer in the book. Of course, you need to know in advance where you can find the answer and show the child this page or chapter. But how much joy the child will have when it turns out that he is still right! Be sure to praise your child for wanting to find the right answer and admit that you were wrong. Tell the child. Retell the most interesting moments from the books to your child and show where you can read the sequel. Tell interesting facts about the life of animals and plants, about transport and weapons - all this can be easily found in encyclopedias and show where you can read it. Come up with various tests based on the works of children's authors, for example, on Pushkin's fairy tales. Compose stories and fairy tales with him, write them down in the form of books and give them to friends. nine0003

If you rely on these secrets in communicating with your child, you will definitely interest him in reading. A reader is always an interesting and successful person.

Reading to children is wonderful, reading correctly is productive (effective) reading. The process of reading is carried out by teachers in regime moments, at GCD using one or another technology.

  • What is technology? This is a sequence of steps.
  • What is productive reading? Productive from the word "product". nine0030
  • What can be the product of reading? Result.
  • And what can be the result of reading? Perception of the text - emotional response - reasoning - a series of questions and understanding of the meaning of what was read!!!

And in order for the child to understand the meaning, it is necessary: ​​