I recently attended a workshop from a local literacy organization about tools and strategies to help struggling readers. The focus was on how to identify what reading problem the child, teen, or adult reader faced and strategies to build more confident readers.
The workshop fascinated me, because as a librarian, not a teacher, I had never really thought about fluency and decoding and how phonics were taught to new and struggling readers. I gained a lot of knowledge in the workshop about the mechanics of learning to read that I will find ways to implement in future storytimes.
I was left, though, with a question
How do parents of “pre-literate” children participate in the literacy life of their child to mitigate future reading problems.
As any good librarian does, I turned to my local library’s research databases. In my search, I found an article that, although meant for kindergarten and first grade teachers and parents of this age group, I began to see how libraries, literacy organizations, and preschools can partner with parents to build a routine, love, and background in reading.
A 3-Year Study of a School-Based Parental Involvement Program in Early Literacy. Susan Ann Crosby, Timothy Rasinski, Nancy Padak, and Kasim Yildirim. The Journal of Educational Research, 108:165-172, 2015. Retrieved from Academic Search Premier.
The research looked at the impact of parental involvement in student literacy achievement and the sustainability of a program over the course of 3- years. The program was modified each year and what the researchers found at this one school where the program was implemented is the children and parent’s who had the highest participation in the weekly program had the highest increase of Word Accuracy per minute when tested at the beginning and end of the year. And in Kindergarteners the researchers noted the children knew more sight words.
All it took to improve reading fluency was 2, 10 minute sessions of parent and child reading per week.
The program was simple. Each week a short poem or rhyme was sent home. The parents were to, over the course of the week, practice the reading two days. In particular the parents read the passage several times to the child while pointing out the words. Then the parent and child read the passage together several times, while the parent pointed to the text. Lastly, the child would read the passage several times and point out the text while reading. Afterwards the parent and child played word games using unique words from the text in a variety of ways.
Parent reads poem several times while following the text with her finger
- Parent and child read poem together several times while following text with finger
- Child reads poem several times to parent while the child points to words
- As the program developed there was more emphasis on the program with the poem of the week being displayed in the school and assessment logs submitted every 9 weeks. All it took was two days a week of 10-15 minute sessions between parent and child for the student to experience literacy improvement.
What does this mean for parents of children with young children?
- Repetition is key. Using poetry and rhymes with our youngest listeners will not only help early literacy skills develop before the child becomes an emergent reader, the familiarity, routine and safe space the reading activity takes place encourages a child to bond with reading.
- Mini-reading breaks have huge impact. The study only required 10-15 minutes twice a week. Most families can find time in between activities or bedtime to fit in reading rhymes or poems.
- Reading and highlighting the words are key. We can’t just read to our children, we have to show them that what we say relates to the markings on the page. Think of it as prepping your child’s “reading surface.”
- Parent involvement is critical. Teachers and librarians aren’t miracle makers. All they do is guide parents and children in a learning direction. The magic happens at home and the school day is practice.
What are 3 steps you can take today to make a difference in your child’s future reading life?
- Choose poetry and rhymes to mix up your reading life. Act out the poems or rhymes. Use silly voices. There are a lot of ways to do repeat readings without the experience boring you or your child.
- Know what books your child is hearing at school and pick them up from your local library. Find ways to explore the themes and ideas in the book by taking “field trips” together to build your child’s context or background knowledge for the book.
- Play word games. As the researchers saw, when the parents followed up readings by using the new words in the book in their everyday conversation, there was a larger impact on achievement. See how many times you can use a new word in conversation and link it back to the poem you read. Or play a rhyming game by creating a list of rhyming words.
Reading should never be a chore but a bonding experience between parent and child
Building future readers begins at home in ways that don’t have to feel like a chore for either parent or child. By incorporating short spurts of reading throughout the week, your child will be even more ready to emerge as a reader when they enter kindergarten.