Reading is defined as a multifaceted process that involves recognising words (identify), understanding the meaning of the words and sentences (comprehend) and doing so in a fluent manner (coordinate). The aim is for the reader to extract meaning from print.
This post will focus on the act of reading - the ‘identify’ step. So, how can we support children who are learning to read? We can do so by having a basic understadning of the skills that are required…
This takes us back to the previous blog post. Can the child break words apart?
Letter - Sound Knowledge
Can the child match letters to sounds, for example, the letter ’r’ makes a /r/ sound and the letters ‘s’ and ‘h’ can be put together to make the /sh/ sound.
Can the child use letter-sound knowledge to read unfamiliar words. This is the act of sounding out, or decoding.
Can the child store words (sight words) and then identify those words automatically and quickly, such as ‘and’ or ‘the’.
At SubiSpeech we use a number of resources to support literacy goals, here are few of our favourites…
Little Learners Love Literacy - “The Little Learner decodable books have delightful stories that children can read using their phonic knowledge; the letters and sounds that they have been explicitly taught using the Little Learners Love Literacy approach.” - Little Learner’s Love Literacy
SoundCheck - “SoundCheck is designed to let children experience success in spelling, by teaching the skill of segmenting words, or breaking words into sounds.” - Little Learner’s Love Literacy
Reading bookmarks - these are fun to make and are easily accessible. Grab some coloured paper and some Textas and you’re ready to go! They are most effective when they include the main goals that the child is working on with their reading.
For example, one child might be working on
sounding ‘in’ when reading, whist another, on acknowledging punctuation.