Six year old reading level
Reading Milestones (for Parents) - Nemours KidsHealth
Reviewed by: Cynthia M. Zettler-Greeley, PhD
Nemours BrightStart!
en español Hitos en la lectura
This is a general outline of the milestones on the road to reading success. Keep in mind that kids develop at different paces and spend varying amounts of time at each stage. If you have concerns, talk to your child's doctor, teacher, or the reading specialist at school. Getting help early is key for helping kids who struggle to read.
Parents and teachers can find resources for children as early as pre-kindergarten. Quality childcare centers, pre-kindergarten programs, and homes full of language and book reading can build an environment for reading milestones to happen.
Infancy (Up to Age 1)
Kids usually begin to:
- learn that gestures and sounds communicate meaning
- respond when spoken to
- direct their attention to a person or object
- understand 50 words or more
- reach for books and turn the pages with help
- respond to stories and pictures by vocalizing and patting the pictures
Toddlers (Ages 1–3)
Kids usually begin to:
- answer questions about and identify objects in books — such as "Where's the cow?" or "What does the cow say?"
- name familiar pictures
- use pointing to identify named objects
- pretend to read books
- finish sentences in books they know well
- scribble on paper
- know names of books and identify them by the picture on the cover
- turn pages of board books
- have a favorite book and request it to be read often
Early Preschool (Age 3)
Kids usually begin to:
- explore books independently
- listen to longer books that are read aloud
- retell a familiar story
- sing the alphabet song with prompting and cues
- make symbols that resemble writing
- recognize the first letter in their name
- learn that writing is different from drawing a picture
- imitate the action of reading a book aloud
Late Preschool (Age 4)
Kids usually begin to:
- recognize familiar signs and labels, especially on signs and containers
- recognize words that rhyme
- name some of the letters of the alphabet (a good goal to strive for is 15–18 uppercase letters)
- recognize the letters in their names
- write their names
- name beginning letters or sounds of words
- match some letters to their sounds
- develop awareness of syllables
- use familiar letters to try writing words
- understand that print is read from left to right, top to bottom
- retell stories that have been read to them
Kindergarten (Age 5)
Kids usually begin to:
- produce words that rhyme
- match some spoken and written words
- write some letters, numbers, and words
- recognize some familiar words in print
- predict what will happen next in a story
- identify initial, final, and medial (middle) sounds in short words
- identify and manipulate increasingly smaller sounds in speech
- understand concrete definitions of some words
- read simple words in isolation (the word with definition) and in context (using the word in a sentence)
- retell the main idea, identify details (who, what, when, where, why, how), and arrange story events in sequence
First and Second Grade (Ages 6–7)
Kids usually begin to:
- read familiar stories
- "sound out" or decode unfamiliar words
- use pictures and context to figure out unfamiliar words
- use some common punctuation and capitalization in writing
- self-correct when they make a mistake while reading aloud
- show comprehension of a story through drawings
- write by organizing details into a logical sequence with a beginning, middle, and end
Second and Third Grade (Ages 7–8)
Kids usually begin to:
- read longer books independently
- read aloud with proper emphasis and expression
- use context and pictures to help identify unfamiliar words
- understand the concept of paragraphs and begin to apply it in writing
- correctly use punctuation
- correctly spell many words
- write notes, like phone messages and email
- understand humor in text
- use new words, phrases, or figures of speech that they've heard
- revise their own writing to create and illustrate stories
Fourth Through Eighth Grade (Ages 9–13)
Kids usually begin to:
- explore and understand different kinds of texts, like biographies, poetry, and fiction
- understand and explore expository, narrative, and persuasive text
- read to extract specific information, such as from a science book
- understand relations between objects
- identify parts of speech and devices like similes and metaphors
- correctly identify major elements of stories, like time, place, plot, problem, and resolution
- read and write on a specific topic for fun, and understand what style is needed
- analyze texts for meaning
Reviewed by: Cynthia M. Zettler-Greeley, PhD
Date reviewed: May 2022
Help! My 6 Year Old is Struggling with Reading
The typical six-year-old is usually either in kindergarten or first grade (depending on their birthday and district mandates). Reading skills at age six can vary wildly—some children are proficient readers, others are working on sight words and early literacy skills. For this reason, some parents wonder if their 6 year old is struggling with reading.
If you are lying in bed at night fretting that “my 6 year old is struggling with reading!” try not to stress too much. Here’s how parents may be able to better determine if a child really is struggling:
Grade-Level Benchmarks
Schools should have grading rubrics in place to help parents understand grade-level expectations. In elementary school, grades could be letters or numbers. With the number system, children are usually graded as ‘above grade level” (4), proficient/at-grade level (3), partial mastery (2) and area of concern (1).
These explanations could differ per district, however. The letter system is a bit easier for parents to understand; A through F provides a bit more definition and less ambiguity for parents. A child with a C, for example, is still scoring average.
These rubrics and how a child measures provides a glimpse into subject mastery. Typically, schools will provide a progress report in the middle of a quarter to help parents better understand their child’s progress and their struggles. Scores and reports are one way that a parent can understand a child’s reading ability.
Standardized Tests
Many districts implement standardized tests in reading and math to better understand students’ progress and mastery in these subjects. These tests may be administered throughout the school year to ensure that children are progressing appropriately and meeting grade-level standards.
Parents should receive scores from these tests; typically, scores will show a percentile rank and how a child compares to peers in the same grade.
These tests can vary, however, and if a child is ill, tired or simply just having a bad day, their scores could be affected.
If a child is consistently scoring low or seems to be struggling to read at home, too, parents may want to request a meeting with the teacher and discuss options or possible interventions. While a single low score may be a blip, consistently struggling on reading tests could warrant more attention.
Struggles at Home
Parents may notice struggles at home before a teacher picks up on an issue. Maybe a child fails to grasp what is read to them or has issues sounding out words. When reading with a child, any struggles should be noted.
That being said, parents should not expect children to read perfectly and without error. Reading—like all skills—takes time and practice. Yes, for some children reading comes naturally…and easily. For other children, though, reading requires nightly practice and some parent involvement.
How to Work on Reading Skills at Home
All kids should read for fun.
Whether a parent reads to a child or if a child reads independently, books and stories should be encouraged for entertainment. Yet, reading also has to be a skill that is mastered so that children can read to learn.
Play Reading Games
Six-year-olds are still at the age where memorizing sight words may be part of the curriculum. Make flashcards to help children quickly identify these words. Or play sight word reading games. When reading a book or story, have children spot all the sight words for a scavenger hunt activity. Parents also can make Bingo cards and play Sight Word Bingo. Get creative to help children embrace a reading adventure!
Listen to a Book
Children can listen to an audiobook while reading or following along in a book or story. Hearing the story may help them better understand what is being read or learn to decipher difficult words. Some children are auditory learners, and listening may be a better way to absorb information.
Talk about the Story
Encourage children to read a level-appropriate book aloud.
Help correct any errors they make while reading, and ask questions about the plot and characters, too. Focus on the ‘w/h’ questions of comprehension: who, what, when, where, why…and how.
Let Children Choose Their Books
Sometimes kids don’t like to read, because they simply don’t like the book or story. To encourage children to read, allow them to choose their own book. If you want to encourage independent reading, be sure to choose books on their level.
Use a Reading App
For parents who want instructional help for the child, a reading app like Readability may provide the support they need to increase their reading skills. Readability provides leveled content that advances in difficulty as a child masters each level; lessons are never too easy or too difficult. Stories offer interactive features and colorful illustrations to keep children immersed in the reading experience. Parents can track their child’s progress via the Parent Dashboard, which allows parents to view time spent on the app as well as the child’s reading level.
Parents should feel confident that an app is the right fit for their child’s individual needs, and Readability offers a seven-day free trial that allows parents and their child to explore the app’s content and features. Ready to try Readability? Sign up for a free trial today.
How much should a child read at 6 | AMAkids Academy Articles
Every year a child grows up is a new challenge for parents. The school is getting closer, so there are only more worries and questions. Parent forums and the Internet are ambiguous about whether a preschooler should be able to read. Many people worry that it will be psychologically difficult for a child if he lags behind his classmates, so they make every effort to early education. Others emphasize the freedom of their baby from any obligation and comparison: the school should teach. But the truth is always somewhere in the middle.
Should children be taught to read before school?
Reading is a complex process involving vision, hearing, speech and the human psyche.
At 5-6 years old, children are most active, inquisitive and receptive to the influence of the world around them. Therefore, the ability to read is a valuable tool for the development of thinking and the formation of personality. Reading activates attention, trains memory, imagination and articulation, helps to cope with hyperactivity. Children who began to read before school are able to master more information than their peers who learned to read later. For those who do not read well in primary grades, it is more difficult to assimilate the material in the classroom and do homework. And studies show that this addiction persists and manifests itself in the future.
Most children enter the 1st grade already able to read at least syllable by syllable. But there is no law in Russia that establishes the norm when and how much a preschool child should read. There is a Federal State Educational Standard (Federal State Educational Standard), which obliges schools and kindergartens to take into account the individual characteristics of children.
That is, , they will still be taught to read, and the absence of this skill does not prevent them from entering the 1st grade. However, assessment of the level of preparation is a common practice when interviewing for a school. There are even unwritten lists of what a preschooler should know and be able to do even before his first call.
In addition to mastering basic skills, children must also be prepared for learning psychologically. A child who is not used to learning, and now must, will experience stress; especially when surrounded by strangers and unfamiliar walls. The familiar home environment and close people in the role of teachers contribute to emancipation and faster progress.
Some parents think that children reading in the 1st grade will be bored and deliberately do not involve the child in reading. But in the same way, it can be argued that if children do not know anything at all, they will willingly study and show curiosity in everything.
If the class is boring, then everyone will be bored.
How many words per minute you need to read at 6 years old
Take an interesting book with large print and a stopwatch. Take one minute. At the end of the time, make a mark with a pencil and count the number of words. Everyone passed this test. Someone did better than others and enjoyed reading for a while, while someone remembers reading speed control as torture. Although now there is no discipline "reading technique", but such a test is still being carried out. When enrolling in a school, this is necessary to determine the general level of development of the child. In elementary grades, such diagnostics are needed to adjust the training plan. The first official check takes place for first-graders not earlier than the second half of the year, but usually they do not grade.
School programs may differ, so the approximate reading speed for 1st grade students is 15-30 words per minute. Is it a lot or a little? And how to answer the frequent question “how many words per minute should a preschooler read”? Various surveys of parents show that by the 1st grade more than 70% of children are already reading: some of them - by syllables, at least a third - at a pace of 45 words per minute, and this is already the norm for the 2nd grade.
But these indicators are incorrect and very approximate: it is impossible to evaluate the speed of text reproduction in its pure form. The teacher checking the child should focus on the following criteria:
- whether he reads by syllables or reproduces the whole word;
- whether he pronounces letters and sounds correctly, divides words into syllables;
- observes pauses and puts accents correctly;
- whether he understands what he is reading.
Therefore, when teaching a child to read at home, you should not pay attention to speed. The preschooler must learn to read at the pace of his usual speech. But even fast reading is inferior to the ability to retell the text and answer questions about it. You can prepare your child for the successful passing of "standards" by starting to train in advance. And there is no need to chase the success of other people's children.
Teaching preschoolers to read: teachers' advice
If your child already speaks fluently and correctly, builds sentences and understands what is said, you can start teaching him to read.
Acquiring this skill is the key to education. But the child should take the first step into the world of great discoveries without coercion. Usually children are psychologically mature for this at the age of 5-6.
Ways to teach reading can be divided into two categories. Among the formal ones: pronunciation of letters, syllables and words, learning the alphabet and playing with words - i.e. all available methods of mastering the mechanics of reading. In informal ways (reading together, discussing books), they try to instill in children an interest in the process and the desire to master the skill on their own. This also includes methods when the child first learns about the concept of “words”, the meaning of words, and only at the end learns the alphabet. However, teachers believe that this method is not suitable for preschoolers.
The main and common thing for any approach is to stimulate interest. A child cannot be forced: he must comprehend the skill of reading with pleasure and desire.
Books should be selected with a large font, simple texts, bright pictures and fascinating topics. Play is the most natural way to learn, and reading can also be learned through play. From the whole variety of alphabets, primers, cubes, books and educational toys, you can choose those that the child will love. In the outside world, letters and words are everywhere: various signs and signs are another opportunity to practice reading. But it is better to postpone learning games if the child is in a bad mood or tired.
When a young reader can easily cope with simple books on their own, teachers advise to continue reading to the child anyway. Long and complex stories are not yet available to him, but will keep him motivated to learn. You can reread familiar texts and look for famous characters in new stories. And it is especially important to set a personal example: the child must see and believe that reading is fun and interesting.
To whom to entrust teaching children to read
Whether a preschool child can read correctly and quickly depends not only on intelligence.
The success of education can be influenced by the uncertainty of the baby, the lack of family education, physical disorders of the organs of perception and speech. 58% of schoolchildren learning to read have problems of a speech therapy nature - these are the data of the Ministry of Education. And when a child cannot pronounce part of the alphabet correctly, he hears other phonemes and this greatly interferes with reading.
Teachers often have to retrain children to read because of parents' mistakes. One such example is when a child names letters instead of making sounds, and therefore does not understand how to read syllables. Slow reading can also have different causes that need to be diagnosed and eliminated in a timely manner. For this, there are special centers for early education of children.
If a child has no interest in letters and reading at all, it means that a private approach to the choice of methodology is needed. Only a specialist can determine the psychological characteristics and select an individual program.
Therefore, for teaching reading to preschool children, it is better to choose professional teachers and the right center.
Reading speed at 6 years old
18.05.2017 16:09
My daughter is 6 years and 3 months old and goes to school in autumn. Now he reads partially in syllables, the speed is from 35 to 50 words per minute, which he understands. 35 - complex texts with long words like "metropolitan", "ancient Greek"; 50 words - simple texts. Is it okay, good, bad? If important, I learned to read late, at about 5.5 years old
Anonymous
05/18/2017 16:57
The other day, the RS announced the standards (the end of the 1st grade): less than 45 words - 3, 45-50 words - 4, more than 50 words - 5. And it seems that these are even higher standards, because. children almost without exception come to school already reading.
Anonymous
05/18/2017 18:09
From an objective point of view (reading technique standards in the 1st grade) - very good. From the point of view of progress (learned at 5.5 years old - > at 6.3 confident reading by syllables) is also good. From a subjective point of view, my personal - average, there is something to strive for. We must try to calculate the child before school, try to move on to continuous, fluent, expressive reading. For this, I highly recommend Pavlova's book "We read after the ABC" - it teaches competent, high-quality reading. Plus, just read children's books with lots of illustrations and large print, such as "We read after the primer", "We read ourselves", etc. Just do not take books in which words are divided into syllables. Good luck! :-)
and wearing glasses! D*
05/19/2017 14:38
Thank you very much for the answer, I hoped that you would not miss my topic :) I want to increase both the speed of reading, and expressiveness, and understanding, since it will be easier for a fluent reader to learn, there may be others at school complexity, and will be able to pay more attention to them.
I looked at Pavlova's book in the labyrinth. Very good, but isn't it too easy? Now my daughter is reading simulators for reading grades 1-2, almost finished, prose and poetry, different fonts - they moved away from large, medium and smaller; semantic reading Bedenko grades 1-2, Misarenko - didactic material on the development of reading technique - finished. We read almost every day, but not enough, there is not enough time, from 10 minutes to 30, on weekends up to 1 hour. In summer - Zotov - increased reading speed. Do you know her? What is the opinion?
author
05/20/2017 09:54
You are right, you have outgrown Pavlova. I can't say anything about Zotov's book. Engaged, IMHO, not a little. Good luck.
and wearing glasses! D*
05/19/2017 21:42
Tell me, why is a book divided into syllables bad?
natasha_tv D
05/20/2017 09:55
They slow down the process of transition to continuous reading.
(if the word is divided into syllables by dashes).
and wearing glasses! D*
05/18/2017 19:17
for an ordinary school - a super result, for a top gymnasium it's average. It all depends on which school you go to and what the requirements are
Anonymous
05/19/2017 08:37
It's not just about the requirements. A child reading at a speed of 120 words per minute will spend 3 times less time preparing oral lessons than a child reading at a speed of 40 words per minute. And written, too, will make faster. And on control tests, you will spend less time reading and understanding the assignment and will have more time to think and write.
and wearing glasses! D*
05/19/2017 09:14
That's right.
In general, it is much more comfortable to be super in all directions. Run faster than anyone, read faster than anyone, count faster than anyone, learn languages one by one a year to perfection ... But there are only a few such people. And this shouldn't be a problem. Moreover, in a child, abilities are also determined by the extent to which the brain has matured at a given moment. And it is difficult to speed up this process. But everything that can be developed at the current level, it would be good, of course, to develop. That is, to engage with the child so that the reading speed is the maximum possible for this child with his current data. (within a reasonable time).
Elana D*
05/19/2017 09:31
It looks like I didn't get it right. ) wanted to say that it is necessary to improve the quality of reading not so much in order to fit into the norms of the Federal State Educational Standards or the requirements of the school, but in order to make life easier for the child.
And to my mother.)
and wearing glasses! D*
05/20/2017 17:00
I completely agree with this. It’s just that I can’t achieve this with my second child, no matter how I struggle, so this is my sore point :( But by the standards of all norms, she fits perfectly into them, and also with a margin relative to the class, that is, there’s definitely nothing to “treat” ...
Elana D*
05/19/2017 14:44
What do you think is a reasonable time for classes? 30 min, hour?
author
05/20/2017 16:59
Reasonable time is determined both by the availability of free time (and time spent on some other important activities), and the effectiveness of these costs. If you have a free day, you can spend 2 hours, and it will be reasonable.
But if you spend 2 hours, and the results for the month are zero, it becomes unreasonable. Try to practice for a month for an hour, or twice a day for half an hour. Look at the dynamics. If she does, continue. If not, either stop or look for the cause and, perhaps, another method.
Elana D*
05/22/2017 10:22
Thank you for your reply! We read from February for 10-30 minutes, on weekends up to an hour. Results in almost 4 months - from 12 words to 35-50 depending on the text. To be honest, I expected more. Let's do it in the summer too.
author
05/20/2017 18:28
At the beginning of the first grade, the youngest son read 30-40 words - it didn’t prevent him from reading and doing assignments at all. There was a check at the end of the 2nd-94 words (error-free reading + 8 seconds left, the text was of 94 words), MCKO in Russian wrote one of the best in the class (for the maximum score).
This is not to brag, I know that there are much better readers, but to the fact that it is not at all necessary to read 100+ words by the first grade in order to be successful in studies at the beginning. There will be problems if the child does not read at all or reads 10 words by the middle of grade 1. My son is also a late reader, he learned in preparation before the 1st grade, when he went to training at exactly 6 years old, he didn’t read at all.
Montomega KF**
05/22/2017 10:25
Thank you for your reply! I don’t set a goal of 100 words by autumn, but the desired speed is 50 complex texts and 70 simple + completely error-free reading and text analysis.
author
05/22/2017 13:47
A good and realistic goal, quite achievable without stress, IMHO.
and wearing glasses! D*
05/22/2017 17:15
Thank you! :)
author
05/18/2017 20:47
My age read about 90 words per minute, clearly, with intonation, almost like an adult.
I also learned to read not too early, definitely not earlier than 5.5. By the way, we did not measure reading speed in any class. The teacher had only 2 "marks": "reads well" and "must try" :))) Now my daughter is finishing the 5th grade, they still have a few people in the class who read so-so.
Anonymous
18.05.2017 23:23
According to GEF, this is the level of the second class. But this is GEF))) As it was correctly written above, everything depends on the school and on the class. Did you go to training? there usually all requirements are voiced. And about the late start of reading at 5.5 years old - you turned it down. No, now it’s in trend to teach two-year-olds the alphabet and syllables. But you need to understand that this is training and coaching. Normally, in a child, just at 5-6 years old, the brain as a whole matures for conscious reading and analysis of the read text.
onbor F
05/19/2017 14:48
my daughter learned letters quickly, in the game, but the letters did not add up to syllables and words for a long time, she tried somewhere from 4-4.
5 years old, and then at 5.5 - a jerk
author
05/18/2017 23:55
This is a wonderful speed. Especially if you plan to read in the summer too. Half of your classmates, if you go to a regular school, will have much less
Elana D*
05/19/2017 00:10
normal) the main thing is to get interested so that she can read it, without you. slip interesting books to her and in connection with what is the question?
Anonymous
05/19/2017 06:14
This is normal, almost all children in the class will read at this speed
Alex15 KF
05/19/2017 14:22
mine was similar, and also (by the standards of some) I started learning to read late - 5.
5. but she herself))) but she initially understood what she was reading))) now she is finishing the first grade - 70-75 words on average. all this time I read thicker books with her. so in school she, like extracurricular reading, wore something simpler and thinner - that is, not strained, but constantly read. everything is fine with your child))) now the main interest is what would be
Red cat H*
05/20/2017 12:10
What do you think, is there a connection with further academic success and early and motivated reading? Well, if you do not force the child, and he himself reads early and fluently with pleasure, does this speak of further abilities in studies and in general in life? And vice versa? I have two children who are completely different in this matter, and now I'm somehow tired of pulling one of them in school, grade 2. He reads, but under duress, he learned to read for a long time.
My daughter is in the 5th grade, fluent reading from the age of 5, swallows books, now she is an excellent student, she studies on her own. Are there any prospects that the son will catch up to this level?
Anonymous
05/20/2017 13:31
not connected at all
Anonymous
05/20/2017 17:08
Reading speed affects learning, because it is all built on reading. But success in life is not directly related to education (school or other "written"). Also, reading fast with a bad memory will be worse than reading slower with a good memory. But in school, fast reading is a good help.
Elana D*
05/21/2017 23:05
No connection. According to my observations (I specifically interviewed friends and relatives :)), future humanities begin to read early, later - techies, but this is not an axiom, there are exceptions.
Personally, I read at the age of 7.5, before that my brain didn’t turn on for reading, so I forced something out under pressure from my grandmother, and then, as if a toggle switch switched at one moment. Then an excellent student, a medal, Moscow State University (mathematics). I read all my life a lot and with pleasure.
vkb SD*
05/22/2017 00:33
You read at the age of 7.5. This, of course, is not 6, but not 11, and even more so not "never". And read in 7.5 perfectly. And then - an excellent student and a medal and reading with pleasure. And these two facts - "free reading from early school age" and "good study results + a good university later" - are even very correlated. I also conducted polls :), several hundred people. Well, in general, this is understandable and understandable. And the fact that you read at 7.5, and before that you read badly, is more an exception than a rule.
Nevertheless, a pleasant exception, which allows one to hope that with proper diligence it is possible to develop reading in a child. As for the reading abilities of techies and the humanities, the same hemisphere that is responsible for mathematics and logic is responsible for the ability to read and write. There are many techies I know who started reading early and have been reading fast ever since. Including the son who read at the speed of an adult in incomplete 5. However, there are no humanists in my environment, there is nothing to compare with :)
Elana D*
05/22/2017 01:18
With due diligence - well, yes, probably, Kuklachev even trains cats, only from personal experience I get the feeling that this is still more a matter of maturation. As for the hemispheres, I'm not a specialist, but I'm sure that different parts of these hemispheres correspond, because. my son with preschool mathematics Peterson, as well as later with school E-D, with number systems in the 2nd grade, for example, had no problems, he was a logician in life, but read fluently in the same 7.
5 as me. Only now my son went to school a year before, so I watched the "effort" from a close distance. Yes, in winter he was able to get rid of syllables (having read Eva, I went through Zhukova’s primer with him at 5, I did something stupid) and even gave out 40 words per minute by the end of the year, only this was not reading, but functional illiteracy, in my opinion. And at 7.5 he simply took and silently read the Hobbit to himself, which we had been tormenting for 2 voices for a long time, and he asked me to reread the part he "read" aloud, because he could not learn anything by "reading", but the thread I didn't want to lose the plot. As I read it, I dragged it to myself to reread it normally. And the humanities - my mother and her friends, my fellow philologists - all as one say that they learned to read somewhere at 3-3.5, somehow themselves, like just the alphabet hung on the bed. They are very surprised that there are children who, at the age of 5, do not even read books themselves.
My grandmother told all her life how my mother, at the age of 6, read the hefty novel Port Arthur, popular in those years, and could retell the plot. Mom, however, then somehow said that she re-read it again at 25 and only then realized to what extent she didn’t understand anything in it for the first time. ))))
vkb SD*
05/22/2017 11:01
I am a techie, I can read as long as I can remember, that is, at the age of 3 I already knew how to read, I knew all the letters even earlier. The son is exactly the same. But he is still between mathematics and history :-) Moreover, from syllable-by-syllable reading to fluent reading, no more than a month has passed for him.
Antonovskaya apple tree H*
05/22/2017 11:10
I wrote that there are exceptions. Although among my interviewed acquaintances in real life there were no such people.
:)
vkb SD*
05/22/2017 11:19
It never even occurred to me to arrange such a survey, I know that all relatives started reading early and that's it :-) I remember that at school, slowly reading children became a revelation for me, I was very surprised. But a miracle did not happen to them, and later, as they studied between 2 and 3, they dragged on until the end of the 8th grade. They put Andryusha alone with me, I felt so sorry for him, but he, even totally cheating, managed to get no higher than 3.
Antonovskaya apple tree H*
05/22/2017 11:31
I don’t remember my 1st grade in such detail, but in my son’s class, the connection between reading on September 1 and learning outcomes in the 5th, in my opinion, is no longer traceable at all. It seems to me that all these periods of maturation in the preschool period, from the time you got on your feet to the toggle switch responsible for reading, are genetically determined and do not affect anything in the future.
vkb SD*
05/22/2017 11:46
Yes, everything is individual here, there is no general recipe. I have an example, but there, rather, the connivance of the parents was superimposed, they were always busy, the child was thrown off at the grandmother, the grandmother felt sorry for the granddaughter. I read very badly, they believed that they would teach at school, and although before school I already knew how to count and clicked any problems by ear, at school I constantly had bad grades in mathematics, too, because I could not read the task correctly :- (By the end of the beginning, they got a child who hates school and doesn’t want to study at all. Although he eventually learned to read, it didn’t work out with his studies. The main thing here is to keep your finger on the pulse.
Antonovskaya apple tree H*
05/20/2017 16:42
I'm just surprised and even sad that you doubt your child.
The speed and reading skills of a preschooler are excellent. If she reads 120, as some wish, she will be sooooo bored in this school that all motivation will disappear. I know I was such a child. Unless, of course, she comes across a teacher who will be able to give children a differentiated load.
Good Morning! **
05/22/2017 12:02
Why will it be boring? In the best case, her reading speed will be 70 words by September, where does she get bored?) And how is interest in learning related to reading speed? She will read her neighbor faster, someone will read like her, someone will read better. I do not see a problem, I will provide her with an individual load outside of school; less time will be spent on lessons - only a plus, which means there will be more time for other extracurricular activities.
author
05/22/2017 13:18
Because it is very hard for a person to sit and actually do nothing for 45 minutes.
Learning should be a little difficult. Otherwise, boredom. It is much harder for a reasonable person to do nothing at all than with a feasible task. This is my opinion, confirmed by personal experience and a diploma in psychology. The speed of 50-60-70 is excellent for entering from the school.
Good Morning! **
05/22/2017 17:14
I agree with all your suggestions, especially about "study should be a little difficult." I do not agree that a child who can read somewhat better than the age norm will be bored in class and sit idle. Let's see how it will be in practice :) thank you for your participation :)
author
05/22/2017 14:06
It will not be boring, now most primers are built according to the principle: on the left is a letter - syllables - simple words, on the right - texts for readers.
Teachers talk about a specific letter, its features, and then move on to the texts. There are no such primers as in Soviet times with syllable-by-syllable learning and gradual winding up of complexity. So everything will be organic, don't worry.
onbor F
22.05.2017 11:27
It's almost six years old, the child doesn't read, I don't teach him to read, and I don't intend to. This is not a skill that needs to be developed before school.
Vaccinium macrocarpon KF
05/22/2017 11:38
What other skills do you develop before school?
Anonymous
05/22/2017 12:20
The ability to listen, reason, discuss what you hear, describe what you see, describe pictures. We develop vocabulary, tell what words mean, offer synonyms of words so that he can tell not in simple words, but develop a thought and describe an event.
We read a lot about animals, talk about animals, watch them, listen to audio encyclopedias about animals. A lot of things can be done with a child of this age, and this is not reading and counting, but something that develops horizons and a vocabulary smell, something that expands the boundaries and teaches to think. And by the way, the level of intelligence of such kids is determined not by how quickly he counts, but by how many words and concepts he knows, and how he can explain and tell everything.
Vaccinium macrocarpon KF
05/22/2017 12:33
And how does the ability to read interfere with all this?
Antonovskaya apple tree H*
05/22/2017 12:48
Doesn't interfere, but takes away some of the time from the game and communication. Reading is not the most needed skill at this age.
It's like in sports. First you need to develop the body, and then do what you are going to. Well, rude, let him sit on the twine. The very skill of sitting on the twine is meaningless. But in order to go to him, you need to train and pull the body for a long time. But you can also sit down quickly. Parents begin to teach reading early, and the child does not have time to know the world with other senses. Yes, and the understanding of the text at this age is extremely low, there is no special meaning. The speed of reading at this age does not give any guarantee of success and does not develop in the same way as the usual activities characteristic of this age. I personally call it "The Circus of Trained Children". Now you can resent more.
Vaccinium macrocarpon KF
05/22/2017 12:58
How do you manage to restrain the child's interest? By the age of 2, mine constantly asked me, what is written there, and what is there? But look, MAMA (with delight), pizza and mustard - end the same way !!! Accordingly, by the age of 3, he learned to read quickly and easily.
It did not take time from the game, because it took place in a playful way and in the process of communication :-) Daddy fainted picturesquely, the child was very amused. You look one-sidedly. But that's up to you, of course. Although the lack of interest in reading would scare me.
Antonovskaya apple tree H*
05/22/2017 13:02
You can continue to do as you please, this is an exchange of opinions.
Vaccinium macrocarpon KF
05/22/2017 13:06
Yes, what should I continue? My baby is 16 soon :-D He has been reading 3 languages for a long time. It's just interesting just to hear an opinion, maybe it will come in handy with grandchildren :-) And for some reason you snap back and don't want to explain.
Antonovskaya apple tree H*
05/22/2017 13:33
I'm not snarling, but you write that I need to start straining already and save my children.
The middle son went to school without being able to read at all. By the end of the second grade, I read faster than anyone in the class. Those who quickly and fluently read in the first not the fact that they understood what they were reading. Yes, and not in the speed of reading is the point in general, and not in early reading as well. That's not what you need to think about.
Vaccinium macrocarpon KF
05/22/2017 15:59
I didn't write anything like that to you :-) I just asked how you managed to make your child not have an interest in reading. You read to him, examined books together, there is so much alphabetical information around, how can you not show interest in the general high development? It seems to me that it is difficult.
Antonovskaya apple tree H*
05/22/2017 16:11
He knows all the letters, there is an alphabet on the door.
But I don’t read with him, we don’t put letters into syllables and words. At this age, the reading skill must be constantly trained, otherwise the child quickly loses this skill. I do not stimulate his interest in reading, I switch to something else. For example, my child is engaged in the drafts section, in my opinion, the optimal brain load for a 5-year-old. Checkers is a fast game, unlike chess, the child perfectly keeps concentration during the whole game, the child solves problems in checkers at home, by himself, I only help to set tasks on the board. We just live in a different plane, not literal. Before going to bed, I read a book to him. The next day, before continuing reading where you left off, I ask you to tell me what happened before and only after that I continue to read. The child tenses up, remembers what events were in the book before, tells, revives in memory, etc., after that we continue to read further. In the evenings he listens to the audio encyclopedia "Chevostik" (the elders also grew up on it), he loves to listen to it, he can tell a lot and retell a lot from there.
These are not letters either, these are sounds, and when listening, the imagination turns on, which is very important. There are many things to do with your child besides learning letters and reading.
Vaccinium macrocarpon KF
05/22/2017 16:15
So you think that those who are engaged in reading do nothing else :-)? But I realized, artificially slow down.
Antonovskaya apple tree H*
05/22/2017 14:26
Well, children are different... At the age of 5, I already demanded to enroll me in the library, but they didn’t enroll me until 7 ((And mine, at 3 years old, that at 5, no interest in reading Only at school she was swayed. Your child really has unique abilities (if he himself ...), but there are very few of them. And there are a lot of parents-trainers, unfortunately ((((
onbor F
05/22/2017 16:12
Just an interest.
I was familiar with letters from a very early age, because I voiced not only pictures, but also letters in the alphabet. He didn’t care at all, he knew the icons of all the cars, and visually memorized the words in English from the fly. But somehow he looked from right to left. Therefore, I decided to systematize this matter, at 3.5 years or a little later, we sat down with Zhukova's primer, studied a page or 2 a day, it took a maximum of 10 minutes. By the end of the primer, he already read quite tolerably, and then somehow he himself imperceptibly. When at the age of 5 they came to a preschool educational institution, at the interview he easily read all the assignments in all subjects himself and naturally understood everything. Here, after all, motivation is important, children are curious, just let them.
Antonovskaya apple tree H*
05/22/2017 17:10
Why are trainer parents so bad? Moderate, of course.
There are only a few half-genius children, most of them need to make an effort to learn something, but there is not enough motivation, their parents make up for it ... Only I don’t call it training, but training.
Anonymous
05/22/2017 13:51
Well, yes, it took us 5-10 minutes a day, and even then not every day. But in the 1st half of the 1st grade, my child did not open the primer textbook at home, and from the 2nd half of the year, when the tasks for retelling went, she opened it for 5 minutes - to read, answer questions and retell. The same with the outside world. And the ability to read did not interfere with the knowledge of the world, rather the opposite. And, frankly, I have little faith in fluent reading children who do not understand what they read. It's kind of a phenomenon. And whoever was a fluent reader at the beginning of grade 1 is still in the forefront, until no one has overtaken them.
