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The following article was published in our article directory on April 8, 2014.
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3 Strategies to Teach Your child How to Read

Article Category: Education

Author Name: Michael Zales

{Learning|Knowing} to read at a young age {is important|is essential|is very important|is necessary} for the development of the {child|kid|youngster}. It helps them {develop|establish} {a better|a much better} understanding of their {surroundings|environments}, {allows|enables|permits} them to {gather|collect} {information|info|details} from printed {materials|products}, and {provides|offers|supplies} them with {a wonderful|a fantastic|a terrific|a remarkable} source of {entertainment|home entertainment} when they read {stories|tales} and rhymes. {Children|Kids|Youngsters} {develop|establish} at {different|various} rates, and some {children|kids|youngsters} will {develop|establish} reading {skills|abilities} quicker than other {children|kids|youngsters}; {however|nevertheless|nonetheless}, {what|exactly what}{'s important| is essential| is very important| is necessary} is that as the {parent|moms and dad}, you are {keenly|acutely} {aware of|familiar with|knowledgeable about} your {child|kid|youngster}'s {maturity|maturation} and reading {level|degree} to {provide|offer|supply} them with {appropriate|suitable|proper} books and activities to help them improve.

As {parents|moms and dads}, you are the most {important|essential|crucial|vital} {teacher|instructor|educator} for your {children|kids|youngsters}. You will {introduce|present} your {child|kid|youngster} to books and reading. Below we have some {tips|suggestions|ideas|pointers} to help you teach your {child|kid|youngster} to read.

Teach Your {Child|Kid|Youngster} {How to|Ways to|The best ways to} Read {Tip|Suggestion|Idea|Pointer} # 1.

Teach your child alphabet letters and sounds at the same time. {Studies|Researches|Research studies} {have|have actually} {shown|revealed} that {children|kids|youngsters} learn best when they are {taught|instructed} the letter names and letter sounds at the same time. In one {study|research|research study}, 58 preschool {children|kids|youngsters} were {randomly|arbitrarily} {assigned|designated|appointed} to {receive|get} {instructions|directions|guidelines} in letter names and sounds, letter sound {only|just}, or numbers (control group). The {results|outcomes} of this {study|research|research study} are consistent with {past|previous} {research|study} {results in|lead to} that it {found|discovered} {children|kids|youngsters} {receiving|getting} letter name and sound instruction were most likely to learn the sounds of letters whose names {included|consisted of} {cues|hints} to their sounds.
When teaching your {child|kid|youngster} the letter sounds, have them {slowly|gradually} trace the letter, while {saying|stating} the sound of the letter at the same time. {For example|For instance|As an example}, if you were teaching your {child|kid|youngster} the letter "A", you would {say|state}:.

"The letter A makes the / A / (ah) sound.".

Then have your {child|kid|youngster} {say|state} the / A / sound while tracing the letter with {his or her|his/her} {index finger|forefinger}.

Teaching {a Child|a Kid|a Youngster} {How to|Ways to|The best ways to} Read {Tip|Suggestion|Idea|Pointer} # 2.

When teaching your {child|kid|youngster} to read, {always|constantly} {emphasize|highlight|stress} to them that the {proper|appropriate|correct} reading order {should|ought to|must|need to} be from left to right, and top to bottom. To {adults|grownups}, this {may|might|could} {seem|appear} so {basic|fundamental|standard} that {anyone|anybody|any individual|any person} {should|ought to|must|needs to} {know|understand} it. {However|Nevertheless|Nonetheless}, our {children|kids|youngsters} are not born with the {knowledge|understanding} that printed text {should|ought to|must|needs to} be read from left to right and top to bottom, and this is why you'll {sometimes|in some cases|often|occasionally} see {children|kids|youngsters} {reading|checking out|reviewing} from right to left instead - {because|since|due to the fact that} they were {never|never ever} {explicitly|clearly} {taught|instructed} to read from left to right. When teaching your {child|kid|youngster} {how to|ways to|the best ways to} read, {always|constantly} {emphasize|highlight|stress} this point to them.

Teach Your {Child|Kid|Youngster} {How to|Ways to|The best ways to} Read {Tip|Suggestion|Idea|Pointer} # 3.

Teach {final|last} consonant blends {first|initially}. Teaching words such "at" and "and" can lead your {child|kid|youngster} {directly|straight} to {learning|discovering|finding out} words that rhyme with these. {For example|For instance|As an example}, for "at", you can have:

Lat.
Pat.
Mat.
Cat.
Sat.
Bat.
Spat.
Chat.

For "and", you can have these rhyming words:

Sand.
Band.
Land.
Hand.
Stand.
Bland.
Brand.
Grand.
and so on ...

You can {start|begin} teaching blends {once|when|as soon as} your {child|kid|youngster} {has|has actually} {learned|discovered|found out} the sounds of some consonants and {short|brief} vowel sounds. You {don't|do not} {need to|have to} wait {until|up until|till} your {child|kid|youngster} {has|has actually} {mastered|understood} the sounds of all the letters {before|prior to} teaching blends.

{Learning|Knowing} to read is a long {process|procedure}, {but|however} it {doesn't|does not} {have to|need to} be {a difficult|a challenging|a tough|a hard} {process|procedure}. Broken down into {intuitive|user-friendly|instinctive} and {logical|rational|sensible} {steps|actions}, {a child|a kid|a youngster} as young as {two|2} {years old|years of ages} can learn to read, and older {children|kids|youngsters} can {accomplish|achieve} {even more|much more}.

Keywords: teach your child to read, help your child learn to read, tips to teach your child how to read

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