What is pre reading skills

Reading comprehension is a clear understanding of the meaning of the text. Young readers sometimes get so involved in the pronunciation of words that they forget to pay attention to what they are reading about! You can help your child learn to focus on the meaning of the story ahead of time by analyzing the text you read with him.

How to practice reading comprehension:

• Ask why. When in a story you are reading one of the characters acts in a certain way and his action will be explained later in the text, ask your child why, in his opinion, the hero of the story acted that way and not otherwise. For example, if you are reading the fairy tale "The Three Little Pigs", you can ask the child why Naf-Naf decided to build his house of stones and clay and fiddled with it for so long, and did not do everything quickly and simply like Nif-Nif, building a house from straw? As you continue reading, you can analyze together whether your child's guess was correct.
• Mark new words. When you come across a word in the text that the child most likely does not yet know, stop and ask him what it means. For example, if you read "the ship was wrecked," ask, "What does wreck mean?" If he doesn't know, explain to him and then read the same sentence again. This will help the child to understand the meaning of what he read, and in the future he will already feel more confident if he wants to ask about the meaning of an unknown word. Accumulating a large vocabulary helps with reading, as it's much easier to recognize a word you know than one you've never heard before.
• Annotate the text. Before you start rereading your child's favorite story, ask him: “I remember reading this story, but I don't remember what will happen to the mouse. Do you remember?" Your child will certainly join the conversation and tell you about what will happen next, and thereby practice such an important skill as remembering and presenting information.
• Pay attention to the details. After you have read the story to the end, ask your child a series of questions about the storyline and characters. For example: why did the Snow Queen kidnap Kai? What animals came to Aibolit? What happened after Eliza threw shirts over her swan brothers? If, after reading, you repeatedly initiate such discussions, your child will begin to pay more attention to the details of the stories that you have read with him (and later to the details of the stories he has read himself).

Text sequencing is the ability to arrange events in a story in the order in which they occurred when the author wrote them. It is very important for young children to learn the correct sequence of presentation and coherence of the text, because the logical construction of thinking (and inference) is fundamental both for future reading and for life in general.

How to practice sequential writing:

• Practice forecasting. When reading the story for the first time, ask the child what he thinks about what will happen next. For example, in the fairy tale "Gingerbread Man", what will happen after the meeting of Kolobok with the Fox? If his guess was wrong, you can use this opportunity to have him come up with his own version of the story and see how it could have ended differently. If you've been reading the story for a long time, stop at a certain point and ask your child if they know what's going to happen on the next page.
• Make story cards. After reading the story, help the child make pictures showing the sequence of events in the story (like comics). Take a few sheets of white paper, then you or your child (or better together) draw pictures (simple unpretentious drawings) on which you will display the main events of the story you read. Invite your child to tell you a few words that will succinctly describe this picture. And then let the child put the pictures in order in accordance with the logic of the story. Start with 3 pictures to begin with: the beginning, middle, and end of the story, and when your baby is ready, add a few more.
• Create your own book. Invite your child to make a book of their favorite stories with you. Sew sheets of paper and have him dictate to you basic phrases and sentences that will remind him of the plot (or, if he wants, he can write down the sounds that accompany and display certain words). He can also draw illustrations to decorate each of the pages.

By adding just a few simple questions and activities during the reading of your chosen story, you can help your child start learning and mastering important basic reading skills. Reading comprehension and understanding of the sequence of presentation of the text will help him understand the meaning clearly and in detail. As an added bonus, you will have a lot of fun and many pleasant and joyful moments!

Reading disorders in children - Logoprofy.ru

Reading is a fundamental skill for learning and success in life. Unfortunately, children with early speech disorders tend to have additional difficulties when they begin to learn written language. It is important for speech therapists to pay attention to reading when working with children with early language disorders.

Read more about reading disorders and dyslexia here!

Prevention of reading difficulties in children with speech disorders.

1. It has been assumed for some time that children with language impairments are at increased risk of reading difficulties. This is true?

Yes, there is consistent evidence that children with language disorders, such as children with language developmental disabilities, than normally developing children. More than 50% of children with language developmental disorders have poor reading skills in primary grades.

2. Children with speech disorders have problems developing literacy in preschools. Do the problems go away with time?

Unfortunately, the opposite can also be true. The study examined the developmental trajectory of reading in children with speech impairments compared to typically developing peers. In kindergarten, children with disabilities had a significantly lower reading speed. However, over time, the gap between the two groups widened. Such work has led to great interest in determining how reading impairments can be prevented among children with disabilities, perhaps by improving children's early literacy skills before formal school entry and the rigor of kindergarten reading instruction.

3. What is the difference between reading difficulties and reading disorders?

I use the term "reading difficulties" to refer to children who do not read at the level they should, given age, school year, background, and so on. Data obtained from the National Assessment of Educational Progress shows that approximately 36% of fourth graders are savvy readers; conversely, 64% do not. Children who are not experienced readers may have difficulty reading. Many of these children are inexperienced due to the influence of poverty and upbringing, and may attend schools with limited attention to reading or with chronic problems. By comparison, I use the term "reading disability" to describe children who have unexplained problems with reading development, such as dyslexia.

4. Why are speech therapists concerned about reading difficulties?

Reading difficulties are the biggest “problem” faced by children with speech disorders. If someone cannot read, they are unlikely to succeed in education and in other areas of life (social relations, secondary education, etc. )

5. Why is it so important to continuously develop reading?

The development of reading is extremely difficult. It is considered a multi-component skill that is difficult to develop. The growth of reading is influenced by numerous aspects of the environment, as well as the basic cognitive and affective capabilities of a person. Unfortunately, progress in reading is easy to stall; For example, very poor quality elementary school attendance can have serious consequences for student achievement. At the same time, the presence of cognitive problems that affect the skills and processes that reading relies on, such as the visual, linguistic, and auditory systems, can also compromise development.

6. Is it true that children can't read because their parents don't care about reading or don't read regularly to their children?

There are parents who, for many reasons, do not understand the development of early literacy enough to give their children an important early reading experience. However, when children have trouble reading, it's not because "something" happened or didn't happen in their lives. Typically, reading difficulties reflect a conglomeration of problems that rise to the threshold in order to bypass the development of a child's reading. For example, it may happen that a child is born with significant intellectual disabilities, which motivates him to read very little. In turn, parents (and teachers, and others) read less to these children and develop low expectations for the future child as a reader. As mentioned earlier, the development and complexity of reading is an extremely complex phenomenon.

7. Is there a prevailing theory or conceptual framework that can be used to understand more about reading?

I like the "simple view of reading" as a theoretical basis for conceptualizing reading. She argues that reading (R) is the production of decoding (D) and linguistic understanding (L), or C = D x L. Simply put, decoding is the ability to apply the alphabetical principle to decode words, while linguistic comprehensiveness is more or less, their language skills. Therefore, we can conceptualize a child with reading difficulties as problems with deciphering and/or linguistic comprehension that can compromise reading ability.

8. What is dyslexia?

Dyslexia is a special group of readers with an impairment who have an adequate level of linguistic understanding but very poor decoding skills. Thus, people with dyslexia can understand complex texts they hear but cannot decode them. There is a mismatch between their linguistic skills and their decoding skills. A subset of children with language disorders have decoding problems and can be described as dyslexic.

9. There is a theory that dyslexia is caused by problems with phonology. If this is true, can't we solve the problem of phonology in order to solve reading problems?

I wish it were true. There is a strong relationship between dyslexia (reading problems related to transcription) and phonological skills such as phonological processing. Providing these children with treatment that addresses underlying phonological problems can improve their reading skills. However, since the skill of reading is difficult, it is usually not a "magic bullet". Often children with dyslexia are not identified early enough to resolve their phonological problems and they may lose valuable learning time in reading development and fall quite far behind. In addition, they may have motivational problems due to the inability to read class-level texts. It is important not to be deceived into thinking that there is one program or approach that can easily eliminate dyslexia. This is often a lifelong issue that requires constant, close attention.

10. Some children have good decoding skills (ie they are not dyslexic) but they do not seem to understand what they are reading. What's up with that?

These children are commonly referred to as "poor comprehensions" - these children have good decoding (and phonological processing) skills but do not understand what they are reading. These children tend to have poor basic language skills, including problems with grammar and vocabulary that compromise their ability to understand what they read. Often, these children develop "subclinical language problems": language problems that are not severe enough to justify professional intervention by a speech therapist. Thus, it seems that "bad understanders" are in serious danger of falling through the cracks.

1 1. How can we prevent children from reading problems?

The key to preventing reading difficulties in young children is to address the problems that cause reading problems early in a child's life. For many children, reading development formally begins in kindergarten or first grade, when they are taught to read by their elementary school teacher. However, there are preliminary skills upon which this reading development and learning to read will be based. If we - parents, teachers, speech language pathologists - help children come to read development with these preliminary skills, they are much more likely to respond and begin to develop by starting to read.

12. What are some of the preliminary skills?

The most talked about preschool skills, often referred to as early literacy skills, include vocabulary, grammar, storytelling, phonological awareness, and print proficiency. The first three are the usual language areas most likely to be familiar to speech therapists. These skills are important precursors to linguistic understanding. The last two, phonological awareness and print awareness, are important precursors to decoding. Phonological awareness represents young children's growing sensitivity to sound structures in spoken language, while print proficiency represents young children's growing knowledge of the forms and functions of print. All of these preliminary skills have a strong, longitudinal relationship with future reading achievement.

13. Isn't reading problems the responsibility of a reading teacher?

Firstly, there is no "reading teacher" in elementary grades. Children have a general teacher who is responsible for all areas of learning, including reading. Secondly, teachers working as elementary school students receive reading training, usually several courses on the basics of reading development and methods of teaching reading. However, they are likely to lack the skills to conduct the specialized assessments and interventions needed to determine how to deal with a given child's problems. When children experience reading difficulties, providing a sufficient level of response to correct these problems is often far more than a primary school teacher can undertake. For this reason, schools often have numerous professionals who can intervene and provide additional support, including school psychologists, special education teachers, and speech therapists. Therefore, reading problems are not the responsibility of the reading teacher. Reading difficulties are a major concern for many, and we need to be "all hands on deck" so to speak, to identify and address these issues when they arise.

14. Why are children with language disorders susceptible to reading problems?

Much work has been done on this subject, and the general evidence suggests that the same underlying problems that contribute to the diagnosis of a language disorder are also associated with reading difficulties. This is because reading, at least part of reading linguistic understanding, is language. However, that's not all. There is some evidence to suggest that children with language disorders may be less motivated to participate in literacy activities, resulting in reduced experience in the types of experiences that can increase reading. It is also true that language problems tend to run in families, so children with language disorders may have parents who themselves have language problems and related reading problems. In turn, such parents may provide a less secure home literacy environment for their children. Finally, it is also possible that teachers and psychotherapists may lower their expectations of reading achievement for children with language impairments. If this happened, they could provide fewer opportunities for learning, further hindering the growth of their reading.

15. Are there effective interventions to improve the literacy skills of children with language impairments?

Yes! In the last decade, this issue has received considerable attention in the scientific literature. The researchers tested ways to increase phonological awareness among children with language disorders, as well as knowledge of written language. Perhaps the biggest limitation of such work, however, is that there is little long-term evidence to suggest that early literacy interventions for children with language disabilities have long-term benefits for reading success. However, one recent study found that children with language disorders who received a preschool literacy intervention maintained their early literacy gains up to one year after the intervention.

16. When parents read to their children, it can improve their reading performance. This is true?

There is evidence that home reading between parents and their children can influence their children's early reading development. However, it is definitely not a "magic bullet". At best, regular reading at home modestly improves early reading skills in children, and allowing parents to read to their children daily will not be enough to address significant reading difficulties.

Learn more

• 
  Fish in a jellyfish
• 
  What are some fairy tales
• 
  Fun science stories
• 
  Learning with homer
• 
  Goldilocks original story
• 
  Rhyme with hat
• 
  Famous fairy tales stories
• 
  Kids basic words
• 
  Ways to make reading fun
• 
  Ways to make reading fun
• 
  How many syllables in california