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You want to help your child do better in school. What to do? You just aren’t sure.
First thing you can do with all of your children is to read aloud to them. Use nursery rhymes, fairy tales, favorite books, books you read and loved as a child.
When you read to your child you are modeling what reading is all about. You can talk about things like where you start to read, how you hold the book, what direction the print goes. You can read with expression, raising and lowering your voice, making it louder and softer. You can ask questions as you read. Ask, “What do you think will happen next? What would you do? Is the character acting nicely or badly?” This will keep your children’s interest and encourage them to think about what’s happening.
Your children will begin to choose favorite books. You may need to read them over and over again. But, as your children begin to know the stories, do some partner reading. You read one line or page, they read (real or pretend) one line or page.
Have fun with reading time. It only takes ten to thirty minutes depending on the age and level of your child or children.
Get started now!
If you have trouble reading choose simpler books that you have read before and practiced. It will be good for you too.
If you have questions or need help contact me. Email address is below.
Happy reading!
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Parents are the children’s first teachers |
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Helping Your Child |

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See Me Read! It’s a fact of life—children watch what their parents do. To encourage your kids to read, let them see that you like to read, too. Try these suggestions.
Make it easy. Keep good books, magazines, and newspapers around the house for all of you. You’ll give everyone plenty of opportunities to read.
Let’s hear it. Read interesting things aloud: news stories, funny jokes, a delicious recipe, or works to a song. You’ll boost your kids’ excitement for the written word.
Do it. Let your children see you read for pleasure every day. You’ll set a good example for them to follow.
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Taken from Resources for Educators Aspen Publishers, Inc. |