| According to National Research 90% to 95% of | | | | different avenues. They can print it in the sand, paint it, |
| struggling readers can greatly increase their reading | | | | print it using pudding, alphabet stamps and magnetic |
| skills to average levels through prevention and early | | | | letters, small white boards, stencils and play dough. |
| intervention programs provided by a trained teacher. | | | | 4. Using picture books that create a picture of the |
| Parents can also provide this intervention successfully, | | | | letter (picture mnemonics) has also proven to be an |
| if they are aware of what reading strategies and | | | | effective way for children to learn the sound-to-letter |
| activities work effectively. | | | | correspondence in a more meaningful context. |
| "These statistics confirm the importance of providing a | | | | 5. Point to words and letters everywhere. Signs are |
| good reading foundation for preschool and | | | | usually the first familiar words they will begin to |
| kindergarten aged children. There are many activities | | | | recognize (MacDonald's). Begin reading the signs and |
| parents can provide for their children that help reduce | | | | pointing out the letters within the sign. |
| the risk. These activities are enriching but also can be | | | | 6. Model the reading process with your child. Point to |
| lots of fun. Parents do not necessarily have to be a | | | | words as you read to them. This demonstrates what |
| trained teacher to make a significant difference in | | | | a word is, how print moves from left to right and |
| providing this early intervention," states Elaine Engerdahl | | | | corresponds to the pictures. |
| who has been an Early Childhood teacher for 26 | | | | 7. Many Kindergarten and Preschool classrooms use |
| years. | | | | little books called emergent readers to teach beginning |
| She lists effective preschool and kindergarten activities | | | | reading. These books have pictures that correspond to |
| parents can employ that are easy and fun to do with | | | | the text. The story line is simple and repetitive. Using |
| children: | | | | these highly repetitive and predictable books allows |
| 1. Many online sources provide good reviews on | | | | your child to begin the reading process quickly and |
| literature for reading to children at this age level. These | | | | gives them a feeling of success. |
| books offer wonderful opportunities to extend learning, | | | | 8. Place magnetic letters on the fridge. Have your child |
| which can be used for follow-up crafts and an | | | | make their name and other words by copying a model |
| introduction to learning the alphabet. For example, after | | | | for them to follow. Matching the same letters and |
| reading the book "Rainbow Fish" your child can | | | | words are a good visual discrimination activities that |
| complete a craft activity decorating rainbow fish. The | | | | help enhance future reading success. |
| letter "Ff" for fish could be introduced. Features could | | | | 9. Say a word to your child focusing on the initial sound. |
| be added to the letter to make it look like a fish. This | | | | Say three other words with only one making the same |
| helps relate the letter to the initial sound they hear in | | | | initial sound. Have them identify the word that begins |
| the word "fish". | | | | with the same sound as the first word. This helps build |
| 2. Introducing children to rhyming and alliteration type | | | | auditory discrimination, which is important in learning to |
| books allows a child to be exposed to sound | | | | read. |
| differences and similarities. Tongue twisters and | | | | 10. Have your child keep a special activities journal. |
| nursery rhymes allow a great opportunity for effective | | | | They can dictate a sentence to a parent about a |
| phonemic awareness introduction. When reading | | | | special activity that they have participated in. A |
| rhyming books, stop before the rhyming word and | | | | photograph of this would also be a valuable picture |
| have your child provide the word to complete the | | | | clue for the child when they go back and try to read it |
| sentence. | | | | on their own. The adult prints the sentence as the child |
| 3. Help your child recognize their name in print. Print | | | | says it. They read back the sentence, while the parent |
| your child's name saying each letter as you print it. | | | | is pointing to the words as they read it. |
| Display the name and have your child make it using | | | | |