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Decodable Big-Kid Chapter Books
Many struggling readers suffer from low reading-confidence. They may not want to read a book because they feel stuck.
Our decodable (easy-to-read) "big-kid' chapter books empower them as they finally enjoy exciting stories written with words they learned to read.
Our striving readers' confidence soars when they are proud to read and enjoy "big-kid" chapter books with success.
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News – Simple Words Books
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Dec 27, 2020
Dyslexia Advice From My Heart
What I learned on our journey, what really worked for us and what I wish I knew back then so I would have done things differently.
Dec 27, 2020
HOW TO AVOID LEARNING LOSS DURING SUMMER
Summer is the time to relax and enjoy the sun. But it is also time to keep up the learning and even close the gaps where needed.
Dec 27, 2020
Deep Dive Into Self-Compassion with Jess Hopkins
We all have that little voice in our heads that says “you’re not ____ enough.” (not cool enough, smart enough, skinny enough!) It’s too easy to compare ourselves to what other people are doing and quickly get derailed with overwhelm. Self-compassion might just be the right tool for not only surviving but thriving emotionally in today’s academic world.
Dec 27, 2020
HOW RETAINED PRIMITIVES COULD AFFECT LEARNING DISABILITIES
About a year ago, both my children were tested for retained primitive reflexes and to my surprise, they both showed h.
..
Dec 27, 2020
An Interview on Special Education with Pamela Guest, Chief Editor at IEP Magazine
Pamela Guest is the Founder and Chief Editor at IEP Magazine. More importantly, she is one of us, a parent of a dyslexic. Her family and quality education are her passions. We did a deep dive into special education and struggles throughout her son's academic life. Thank you, Pam, for sharing your story with us.
Dec 27, 2020
Are My Parenting Strategies Frustrating My Dyslexic Child?
Parents want what is best for their children. Yet, sometimes our best intentions might stress our children. These are the three changes I made to my behavior as a mom of a dyslexic child and improved the happiness and success of my son.
Dec 27, 2020
5 MISTAKES PARENTS OF AN UNDIAGNOSED DYSLEXIC MAKE
Dyslexia is often invisible and hard to notice if the parents do not know what the symptoms are.
5 common mistakes parents make before their child is diagnosed. To avoid these, take action today!
Dec 27, 2020
As Parents Of A Dyslexic Child...
Things that only parent of dyslexic kids would understand.
Dec 27, 2020
SLEEP DEPRIVED DYSLEXIC
The negative effects of lack of sleep on cognitive skills and behavior are well documented. Lack of sleep reduces blood flow to the brain resulting in loss of attention, focus, physical and mental health.
Nov 3, 2020
READING FLUENCY IN DYSLEXIC BRAIN: HIGH-INTEREST DECODABLE BOOKS
Learning a new skill requires repetition to automate it. Just more reading practice, however, is not enough for fluency. It has to be reading the right difficulty level of words.
Nov 3, 2020
NITTY GRITTY OF DYSLEXIA
What is dyslexia?
Nov 3, 2020
Five Steps to Boost a Young Dyslexic's Self-Confidence
Learning to read is important. But it is crucial to build self-esteem, especially for kids who struggle academically. Here are 5 steps to building self confidence in your struggling reader.
20 reading texts for children aged 5-6-7-8
A child who has learned to put sounds into syllables, syllables into words, and words into sentences needs to improve his reading skills through systematic training. But reading is a rather laborious and monotonous activity, and many children lose interest in it. Therefore, we offer texts of small size , the words in them are divided into syllables.
First read the work to the child yourself, and if it is long, you can read its beginning.
This will interest the child. Then invite him to read the text. After each work, questions are given that help the child to understand what they have read and comprehend the basic information that they have learned from the text. After discussing the text, suggest reading it again.
Mo-lo-dets Vo-va
Ma-ma and Vo-va gu-la-li.
In-va ran-sting and fell.
It hurts no-ha, but Vo-va does not cry.
Wow!
B. Korsunskaya
Answer questions .
1. What happened to Vova?
2. What made him sick?
3. Why is Vova doing well?
Clever Bo-beak
Co-nya and co-ba-ka Bo-beak gu-la-li.
So-nya played-ra-la with a doll.
That's why So-nya in-be-zha-la to-my, and the doll for-would-la.
Bo-beek found a doll-lu and brought it to So-ne.
B. Korsunskaya
Answer the questions.
1.
Who did Sonya walk with?
2. Where did Sonya leave the doll?
3. Who brought the doll home?
The bird made a nest on a bush. De-ti our nest-up and took off on the ground.
- Look, Vasya, three birds!
In the morning, deti came, and the nest was empty. It would be a pity.
L. Tolstoy
Answer questions.
1. What did the children do with the nest?
2. Why was the nest empty in the morning?
3. Did the children do well? How would you do?
4. Do you think this work is a fairy tale, a story or a poem?
Pete and Mi-sha had a horse. They began to argue: whose horse. Did they tear each other apart.
- Give me - my horse.
- No, you give me - the horse is not yours, but mine.
Mother came, took a horse, and became nobody's horse.
L. Tolstoy
Answer the questions.
1. Why did Petya and Misha quarrel?
2.
What did mother do?
3. Did the children play horse well? Why do you think so
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FILVORDA for the development of reading, View here.
It will be interesting for children to read selected texts, they affect the emotional world of the child, develop his moral feelings and imagination . Children will get acquainted with the works of L. Tolstoy, K. Ushinsky, A. Barto, S. Mikhalkov, E. Blaginina, V. Bianchi, E. Charushin, A. Usachyov, E. Uspensky, G. Snegiryov, G. Oster, R. Rozhdestvensky, as well as fairy tales of different nations.
It is advisable to show children the genre features of poems, stories and fairy tales using the example of these works.
Fairy tale is a genre of oral fiction containing events unusual in the everyday sense (fantastic, wonderful or worldly) and distinguished by a special compositional and stylistic construction. In fairy tales there are fairy-tale characters, talking animals, unprecedented miracles happen.
Poem is a short poetic work in verse. The verses are read smoothly and musically, they have rhythm, meter and rhyme.
Story — small literary form; a narrative work of small volume with a small number of characters and the short duration of the events depicted. The story describes a case from life, some bright event that really happened or could happen.
In order not to discourage reading, do not force him to read texts that are uninteresting and inaccessible to his understanding. It happens that a child takes a book he knows and reads it “by heart”.
Mandatory every day read to your child poems, fairy tales, stories.
Daily reading enhances emotionality, develops culture, horizons and intellect, helps to cognize human experience.
Literature:
Koldina D.N. I read on my own. - M .: TC Sphere, 2011. - 32 p. (Candy).
Simple rules for reading in English ∣ Enguide.ru
Reading in English has many features. They are quickly mastered in practice, but first you have to learn the basic rules for pronunciation of sounds. In this article, we have tried to present them clearly and simply.
Reading rules in English are not simple. But you have to understand them at the very beginning of training - otherwise you will not be able to move on. Therefore, the rules for reading English for beginners (and for children) are usually set out concisely and clearly - and thanks for that. Transcriptions with examples and other supporting materials (tables, exercises) and, of course, constant practice (reading aloud and listening to audiobooks) are very helpful.
Transcription is the transfer of sound in writing with the help of special conventional signs. In transcription, each sound has its own special sign.
True, there are features of transcription of reading in English, which are difficult for Russian-speaking students. These difficulties are due to objective differences in pronunciation in English and Russian. We simply have “the language is different” since childhood, and relearning is always difficult. Especially when you consider that often sounds in English are not pronounced the way they are written. Historically, this has happened because of the large number of dialects in which the same letters and combinations of letters were read differently. But it doesn't make it any easier for us.
Rules for reading transcription in English
Different English teachers solve this difficult task in different ways. For example, they use the so-called “English transcription in Russian”, that is, the recording of English words in Russian letters.
Frankly, we do not support this technique. Because it does not allow you to truly learn English pronunciation correctly. One can only very roughly convey the pronunciation of English words in Russian letters. Well, there are no some English sounds in Russian, and the seemingly similar pronunciation of English and Russian sounds is still different.
Therefore, we are in favor of trying and from the very beginning, nevertheless, to learn the phonetic signs with which transcriptions are recorded. This will help to understand and remember the rules of reading English for beginners. And further English lessons will be given much easier. As for the transmission of English sounds in Russian letters, this technique is needed for transliteration (as transliteration of Russian names and surnames into English), but not for pronunciation training.
Rules for reading vowels in English
As we have already noted, letters and sounds in English often do not match. Moreover, there are much more sounds: 44 sounds for only 26 letters.
Linguists even joke about this:
“We write Liverpool and we read Manchester”
So great is the difference between the written word and its pronunciation in English. Well, let's start in order. From syllables that affect the reading of vowels. Syllables in English (as in any other) are open and closed:
- The open syllable ends in with the vowel . It can be in the middle of a word or be the last one in a word. For example: age, blue, bye, fly, go, etc.
- Closed syllable ends in consonant . It can also be in the middle of a word or be the last in a word. For example: bed, big, box, hungry, stand, etc.
Here is a table that explains how the same letter is read differently in closed and open syllables and in different positions in a word:
A | |
| A [ei] - in an open syllable | lake, make |
| A [æ] - closed syllable | rat, map |
| A [a:] - in a closed syllable on r | car, bar |
| A [εə] - word-final vowel + re | care, fare |
| A [ɔ:] - combinations all, au | all, tall |
O | |
| O [əu] - in an open syllable | no, home |
| O [ɒ] - in a closed stressed syllable | lot, boss |
| O [ɜ:] - in some words with "wor" | word, work |
| O [ɔ:] - in a closed syllable on r | horse, door |
| O [u:] combined with "oo" | too, food |
| O [u] - combined with "oo" | good, look |
| O [aʊ] - in the combination "ow" in the stressed syllable | now, clown |
| O [ɔɪ] - combined with "oy" | boy, joy |
U | |
| U [yu:], [yu] - in an open syllable | blue, duty |
| U [ʌ] - in a closed syllable | butter cup |
| U [u] - in a closed syllable | put, bull |
| U [ɜ:] - combined with "ur" | purse, hurt |
E | |
| E [i:] - in an open syllable, the combination "ee", "ea" | he, meet, leaf |
| E [e] - in a closed syllable, combination "ead" | head, bread |
| E [ɜ:] - in combinations "er", "ear" | her, pearl |
| E [ɪə] - in combinations "ear" | near, dear |
I | |
| i [aɪ] - in an open syllable | nice, fine |
| i [aɪ] - combined with "igh" | high, night |
| i [ɪ] - in a closed syllable | big, in |
| i [ɜ:] - combined with "ir" | bird, girl |
| i [aɪə] - combined with "ire" | hire, tired |
Y | |
| Y [aɪ] - at the end of a word under stress | my, cry |
| Y [ɪ] - at the end of a word without stress | happy, family |
| Y [j] - at the beginning of a word | yes, yellow |
Rules for reading consonants in English
Consonants in English are less difficult than vowels.
Only some of them (C, S, T, X and G) are read differently depending on the position in the word and neighboring sounds. And for clarity - again the table:
C | |
| C [s] - before i, e, y | place, cinema |
| C [tʃ] - in combinations ch, tch | children, catch |
| C [k] - otherwise | cat, picnic |
S | |
| S [z] - at the end of words after vowels and voiced consonants | places, dogs |
| S [ʃ] - combined with sh | she, show |
| S [s] - otherwise | sport, dress |
T | |
| T [t] - except combinations th | tell, time |
| T [ð] - combined th | the brother |
| T [θ] - combined th | think, fifth |
X | |
| X [ks] — at the end of words, before a consonant, before an unstressed vowel | box, fix, fox, next, six, text |
| X [gz] - before stressed vowel | exam, example, exact |
G | |
| G [dʒ] - before e, i, y | page, energy |
| G [ŋ] - combined with ng at the end of the word | song, interesting |
| G [g] - otherwise | go big |
How are letter combinations read in English?
So, after vowels and consonants, we got to letter combinations.
Now we will talk about the rules for reading syllables, not individual letters. And rightly so - because in words the letters are just combined, so we rarely have to read individual sounds. And in syllables, sounds influence each other, so the following table contains the basic rules for reading syllables and combinations of consonants:
| oo | [ʊ] | look, book, cook, good, foot | [lʊk] [bʊk] [kʊk] [ɡʊd] [fʊt] |
| [uː] | pool, school, Zoo, too | [puːl] [skuːl] [zuː] [tuː] | |
| ee | [iː] | see, bee, tree, three, meet | [ˈsiː] [biː] [triː] [θriː] [miːt] |
| ea Exceptions: | [iː] | tea, meat, eat, read, speak | [tiː] [miːt] [iːt] [riːd] [spiːk] |
| [ e ] | bread, head, breakfast, healthy | [bred] [hed] [ˈbrekfəst] [ˈhelθi] | |
| to | [eɪ] | away, play, say, may | [əˈweɪ] [pleɪ] [ˈseɪ] [meɪ] |
| ey | grey, they | [ɡreɪ] [ˈðeɪ] | |
| nk | [ŋk] | ink, thank, monkey, sink, bank | |
| ph | [f] | telephone, phonetics, phrase | |
| sh | [ʃ] | she, bush, short, dish, fish, sheep, shook | |
| tch | [tʃ] | catch, kitchen, watch, switch, stretch | |
| th | [ð] | at the beginning of service words; between vowels: these, that, there, mother, they, with, them, then | |
| [θ] | in combination th at the beginning and at the end of significant words: thick, thin, thanks, three, think, throw, fifth, tooth | | |
| wh | [w] | what, why, when, while, white, where | |
| w+o | [h] | who, whom, whose, whole, wholly | |
| wr | [r] | write, wrong, wrist, wrap, wrest, wrap | |
Living and other reading rules in English
All students have different language and listening abilities.
If reading rules in English are difficult, use one of the tricks:
- Live English Reading Rules . This is a fairly well-known technique for teaching reading and pronunciation in English. It is designed mainly for children, and the rules of English reading are presented as accessible as possible. Memorization is facilitated by funny verses and tongue twisters. It makes sense to try to interest the child in English from the very beginning of the study.
- Applications for learning English . We recently discussed a range of programs and apps that help you learn a foreign language. In most of them, you can not only read, but also listen to new words. The same function is available in online translators - use it more often.
- Exercises on reading rules . There are many of them, but they all come down to training the skill to distinguish between different sounds. For example:
Given a list of words ( what, who, wrestling, when, why, whose, wrong, where, whom, write, white, which, whole, wrangler ).
