We can read: a reading workshop for parents. FIVE ESSENTIAL SKILLS NEEDED FOR READING 1. Phonological and Phonemic Awareness 2. Phonics 3. Fluency 4

We can read:We can read:a reading workshop for a reading workshop for

parentsparents

FIVE ESSENTIAL SKILLS FIVE ESSENTIAL SKILLS NEEDED FOR READINGNEEDED FOR READING

1.1. Phonological and Phonemic AwarenessPhonological and Phonemic Awareness

2.2. PhonicsPhonics

3.3. FluencyFluency

4.4. VocabularyVocabulary

5.5. ComprehensionComprehension

1. PHONOLOGICAL AND 1. PHONOLOGICAL AND PHONEMIC AWARENESSPHONEMIC AWARENESS

• The awareness of how sounds in words work The awareness of how sounds in words work

and the ability to use themand the ability to use them

• Children need to understand that words are Children need to understand that words are

made up of speech sounds, or phonemesmade up of speech sounds, or phonemes

6.6. PHONOLOGICAL PHONOLOGICAL AWARENESSAWARENESS

• The ability to hear and play with the The ability to hear and play with the

smaller sounds in wordssmaller sounds in words

• Helps children sound out words as Helps children sound out words as

they begin to readthey begin to read

The 3 Components of Phonological The 3 Components of Phonological AwarenessAwareness

1)1) Beginning sounds /m/ /r/ /w/Beginning sounds /m/ /r/ /w/

2)2) Rhyming wordsRhyming words

3)3) Blending and SegmentingBlending and Segmenting

What the problem looks likeWhat the problem looks like

A kid's perspective: What this feels like to meA kid's perspective: What this feels like to me Children will usually express their frustration and Children will usually express their frustration and

difficulties in a general way, with statements like "I hate difficulties in a general way, with statements like "I hate reading!" or "This is stupid!". But if they could, this is how reading!" or "This is stupid!". But if they could, this is how kids might describe how difficulties with phonological or kids might describe how difficulties with phonological or phonemic awareness affect their reading:phonemic awareness affect their reading:

I don't know any words that rhyme with I don't know any words that rhyme with catcat. . What do you mean when you say, "What sounds are in What do you mean when you say, "What sounds are in

the word the word brushbrush?" ?" I'm not sure how many syllables are in my name. I'm not sure how many syllables are in my name. I don't know what sounds are the same in I don't know what sounds are the same in bitbit and and hithit. .


A parent's perspective: What I see at homeA parent's perspective: What I see at home Here are some clues for parents that a child may Here are some clues for parents that a child may

have problems with phonological or phonemic have problems with phonological or phonemic awareness:awareness:

She has difficulty thinking of rhyming words for a She has difficulty thinking of rhyming words for a simple word like simple word like catcat (such as (such as ratrat or or bat).bat).

She doesn't show interest in language play, She doesn't show interest in language play, word games, or rhyming. word games, or rhyming.

How to helpHow to help

With the help of parents and teachers, kids With the help of parents and teachers, kids can learn strategies to cope with can learn strategies to cope with phonological and/or phonemic awareness phonological and/or phonemic awareness problems that affect his or her reading. problems that affect his or her reading. Below are some tips and specific things to Below are some tips and specific things to dodo

How to helpHow to help What kids can do to help themselvesWhat kids can do to help themselves Be willing to play word and sounds games with Be willing to play word and sounds games with

parents or teachers. parents or teachers. Be patient with learning new information related Be patient with learning new information related

to words and sounds. Giving the ears a workout to words and sounds. Giving the ears a workout is difficult! is difficult!

Practice hearing the individual sounds in words. Practice hearing the individual sounds in words. It may help to use a plastic chip as a counter for It may help to use a plastic chip as a counter for each sound you hear in a word. each sound you hear in a word.

Be willing to practice writing. This will give you a Be willing to practice writing. This will give you a chance to match sounds with letters. chance to match sounds with letters.

How to helpHow to help What parents can do to help at homeWhat parents can do to help at home Check with your child's teacher or principal to make sure the school's reading Check with your child's teacher or principal to make sure the school's reading

program teaches phonological, phonemic awareness, and phonics skills. program teaches phonological, phonemic awareness, and phonics skills. If your child is past the ages at which phonemic awareness and phonological skills If your child is past the ages at which phonemic awareness and phonological skills

are taught class-wide (usually kindergarten to first or second grade), make sure he or are taught class-wide (usually kindergarten to first or second grade), make sure he or she is receiving one-on-one or small group instruction in these skills. she is receiving one-on-one or small group instruction in these skills.

Do activities to help your child build sound skills (make sure they are short and fun; Do activities to help your child build sound skills (make sure they are short and fun; avoid allowing your child to get frustrated): avoid allowing your child to get frustrated):

Help your child think of a number of words that start with the /m/ or /ch/ sound, or other Help your child think of a number of words that start with the /m/ or /ch/ sound, or other beginning sounds. beginning sounds.

Make up silly sentences with words that begin with the same sound, such as "Nobody was Make up silly sentences with words that begin with the same sound, such as "Nobody was nice to Nancy's neighbor". nice to Nancy's neighbor".

Play simple rhyming or blending games with your child, such as taking turns coming up with Play simple rhyming or blending games with your child, such as taking turns coming up with words that rhyme (words that rhyme (gogo – – nono) or blending simple words (/d/, /o/, /g/ = ) or blending simple words (/d/, /o/, /g/ = dogdog). ).

Read books with rhymes. Teach your child rhymes, short poems, and songs. Read books with rhymes. Teach your child rhymes, short poems, and songs. Practice the alphabet by pointing out letters wherever you see them and by reading Practice the alphabet by pointing out letters wherever you see them and by reading

alphabet books. alphabet books. Consider using computer software that focuses on developing phonological and Consider using computer software that focuses on developing phonological and

phonemic awareness skills. Many of these programs use colorful graphics and phonemic awareness skills. Many of these programs use colorful graphics and animation that keep young children engaged and motivated. animation that keep young children engaged and motivated.

How to helpHow to help• Combine or blend the separate sounds in Combine or blend the separate sounds in

a word to say the word ie: m/,/a/,/p/ - mapa word to say the word ie: m/,/a/,/p/ - map• Breaking or segmenting a word into Breaking or segmenting a word into

separate sounds ie: up – u/,/p/separate sounds ie: up – u/,/p/

• Read books with rhymesRead books with rhymes• Games such as how many words can you think Games such as how many words can you think

of that rhyme with ‘bat’of that rhyme with ‘bat’

2. PHONICS2. PHONICS

• The ability to understand the relationship The ability to understand the relationship between written letters and soundsbetween written letters and sounds

• Teaches children to use these Teaches children to use these

relationships to read and write wordsrelationships to read and write words

What the problem looks likeWhat the problem looks like A kid's perspective: What this feels like to meA kid's perspective: What this feels like to me Children will usually express their frustration and Children will usually express their frustration and

difficulties in a general way, with statements like "I hate difficulties in a general way, with statements like "I hate reading!" or "This is stupid!". But if they could, this is how reading!" or "This is stupid!". But if they could, this is how kids might describe how word decoding and phonics kids might describe how word decoding and phonics difficulties affect their reading:difficulties affect their reading:

I just seem to get stuck when I try to read a lot of the I just seem to get stuck when I try to read a lot of the words in this chapter. words in this chapter.

Figuring out the words takes so much of my energy, I Figuring out the words takes so much of my energy, I can't even think about what it means. can't even think about what it means.

I don't know how to sound out these words. I don't know how to sound out these words. I know my letters and sounds, but I just can't read words I know my letters and sounds, but I just can't read words

on a page. on a page.

What the problem looks likeWhat the problem looks like A parent's perspective: What I see at homeA parent's perspective: What I see at home Here are some clues for parents that a child may have problems Here are some clues for parents that a child may have problems

with word decoding and phonics:with word decoding and phonics: She often gets stuck on words when reading. I end up telling her She often gets stuck on words when reading. I end up telling her

many of the words. many of the words. His reading is very slow because he spends so much time figuring His reading is very slow because he spends so much time figuring

out words. out words. She's not able to understand much about what she's read because She's not able to understand much about what she's read because

she's so busy trying to sound out the words. she's so busy trying to sound out the words. It's as if he doesn't know how to put the information together to read It's as if he doesn't know how to put the information together to read

words. words. Saying "sound it out" to her just seems to make her more frustrated. Saying "sound it out" to her just seems to make her more frustrated. He guesses at words based on the first letter or two; it's as if he He guesses at words based on the first letter or two; it's as if he

doesn't pay close attention to the print. doesn't pay close attention to the print.


With the help of parents and teachers, kids With the help of parents and teachers, kids can learn strategies to overcome word can learn strategies to overcome word decoding and phonics problems that affect decoding and phonics problems that affect their reading. Below are some tips and their reading. Below are some tips and specific things to do.specific things to do.

How to helpHow to help What kids can do to help themselvesWhat kids can do to help themselves Play with magnetic letters. See how quickly you can put Play with magnetic letters. See how quickly you can put

them in alphabetical order while singing the alphabet them in alphabetical order while singing the alphabet song. song.

Look at written materials around your house and at road Look at written materials around your house and at road signs to see if you can spot familiar words and letter signs to see if you can spot familiar words and letter patterns. patterns.

Write notes, e-mails, and letters to your friends and Write notes, e-mails, and letters to your friends and family. Represent each sound you hear as you write. family. Represent each sound you hear as you write.

When you're trying to sound out a word, pay close When you're trying to sound out a word, pay close attention to the print. Try to look at all the letters in the attention to the print. Try to look at all the letters in the word, not just the first one or two. word, not just the first one or two.

How to helpHow to help What parents can do to help at homeWhat parents can do to help at home For a younger reader, help your child learn the letters and sounds of the For a younger reader, help your child learn the letters and sounds of the

alphabet. Occasionally point to letters and ask your child to name them. alphabet. Occasionally point to letters and ask your child to name them. Help your child make connections between what he or she might see on a Help your child make connections between what he or she might see on a

sign or in the newspaper and the letter and sound work he or she is doing in sign or in the newspaper and the letter and sound work he or she is doing in school. school.

Encourage your child to write and spell notes, e-mails, and letters using Encourage your child to write and spell notes, e-mails, and letters using what he knows about sounds and letters. what he knows about sounds and letters.

Talk with your child about the "irregular" words that she'll often see in what Talk with your child about the "irregular" words that she'll often see in what she's reading. These are the words that don't follow the usual letter-sound she's reading. These are the words that don't follow the usual letter-sound rules. These words include rules. These words include saidsaid, , areare, and , and waswas. Students must learn to . Students must learn to recognize them "at sight." recognize them "at sight."

Consider using computer software that focuses on developing phonics and Consider using computer software that focuses on developing phonics and emergent literacy skills. Some software programs are designed to support emergent literacy skills. Some software programs are designed to support children in their writing efforts. For example, some programs encourage kids children in their writing efforts. For example, some programs encourage kids to construct sentences and then cartoon characters will act out the to construct sentences and then cartoon characters will act out the completed sentence. Other software programs provide practice with long completed sentence. Other software programs provide practice with long and short vowel sounds and creating compound words. and short vowel sounds and creating compound words.

3. FLUENCY3. FLUENCY

• Is the ability to read text accurately and Is the ability to read text accurately and

quickly without sounding out the wordsquickly without sounding out the words

• Fluent readers do not have to concentrate Fluent readers do not have to concentrate

on decoding the words, they can on decoding the words, they can

focus on what the text means focus on what the text means

front



difficulties in a general way, with statements like difficulties in a general way, with statements like "I hate reading!" or "This is stupid!". But if they "I hate reading!" or "This is stupid!". But if they could, this is how kids might describe how could, this is how kids might describe how fluency difficulties in particular affect their fluency difficulties in particular affect their reading:reading:

I just seem to get stuck when I try to read a lot of I just seem to get stuck when I try to read a lot of the words in this chapter. the words in this chapter.

It takes me so long to read something. It takes me so long to read something. Reading through this book takes so much of my Reading through this book takes so much of my

energy, I can't even think about what it means. energy, I can't even think about what it means.

What the problem looks likeWhat the problem looks like A parent's perspective: What I see at homeA parent's perspective: What I see at home Here are some clues for parents that a child may have Here are some clues for parents that a child may have

problems with fluency:problems with fluency: He knows how to read words but seems to take a long He knows how to read words but seems to take a long

time to read a short book or passage silently. time to read a short book or passage silently. She reads a book with no expression. She reads a book with no expression. He stumbles a lot and loses his place when reading He stumbles a lot and loses his place when reading

something aloud. something aloud. She reads aloud very slowly. She reads aloud very slowly. She moves her mouth when reading silently She moves her mouth when reading silently

(subvocalizing). (subvocalizing).

How to helpHow to helpWith the help of parents and teachers, kids With the help of parents and teachers, kids

can learn strategies to cope with fluency can learn strategies to cope with fluency issues that affect his or her reading. Below issues that affect his or her reading. Below are some tips and specific things to do.are some tips and specific things to do.


What kids can do to help themselvesWhat kids can do to help themselvesTrack the words with your finger as a Track the words with your finger as a

parent or teacher reads a passage aloud. parent or teacher reads a passage aloud. Then you read it. Then you read it.

Have a parent or teacher read aloud to Have a parent or teacher read aloud to you. Then, match your voice to theirs. you. Then, match your voice to theirs.

Read your favorite books and poems over Read your favorite books and poems over and over again. Practice getting smoother and over again. Practice getting smoother and reading with expression. and reading with expression.


What parents can do to help at homeWhat parents can do to help at home Support and encourage your child. Realize that he or she is likely frustrated Support and encourage your child. Realize that he or she is likely frustrated

by reading. by reading. Check with your child's teachers to find out their assessment of your child's Check with your child's teachers to find out their assessment of your child's

word decoding skills. word decoding skills. If your child can decode words well, help him or her build speed and If your child can decode words well, help him or her build speed and

accuracy by: accuracy by: Reading aloud and having your child match his voice to yours Reading aloud and having your child match his voice to yours Having your child practice reading the same list of words, phrase, or short Having your child practice reading the same list of words, phrase, or short

passages several times passages several times Reminding your child to pause between sentences and phrases Reminding your child to pause between sentences and phrases

Read aloud to your child to provide an example of how fluent reading Read aloud to your child to provide an example of how fluent reading sounds. sounds.

Give your child books with predictable vocabulary and clear rhythmic Give your child books with predictable vocabulary and clear rhythmic patterns so the child can "hear" the sound of fluent reading as he or she patterns so the child can "hear" the sound of fluent reading as he or she reads the book aloud. reads the book aloud.

Use books on tapes; have the child follow along in the print copy. Use books on tapes; have the child follow along in the print copy.

4. VOCABULARY4. VOCABULARY

• The knowledge of many words to make it The knowledge of many words to make it

easier to understand what has been readeasier to understand what has been read



difficulties in a general way, with statements like "I hate difficulties in a general way, with statements like "I hate reading!" or "This is stupid!". But if they could, this is how reading!" or "This is stupid!". But if they could, this is how kids might describe how their vocabulary difficulties kids might describe how their vocabulary difficulties affect their reading:affect their reading:

I heard my friend tell what happened in the movie but I I heard my friend tell what happened in the movie but I didn't really understand what he said about it. didn't really understand what he said about it.

I feel like I just use the same words over and over again I feel like I just use the same words over and over again in my writing. in my writing.

I don't like to read on my own because I don't I don't like to read on my own because I don't understand lots of the words in the book. understand lots of the words in the book.


A parent's perspective: What I see at homeA parent's perspective: What I see at home Here are some clues for parents that a child may Here are some clues for parents that a child may

have difficulties as a result of his or her have difficulties as a result of his or her vocabulary:vocabulary:

She's unable to tell about her day in a way that She's unable to tell about her day in a way that makes sense. makes sense.

She misuses common words. She misuses common words. He doesn't link words from a book to similar He doesn't link words from a book to similar

words from another book or from real life. words from another book or from real life. He's often not able to find the right word to He's often not able to find the right word to

describe something. describe something.


can overcome vocabulary limitations that can overcome vocabulary limitations that affect their reading. Below are some tips affect their reading. Below are some tips and specific things to do.and specific things to do.


What kids can do to help themselvesWhat kids can do to help themselves Find books and magazines to read on your own. Find books and magazines to read on your own.

The more you read, the more new words you'll The more you read, the more new words you'll see, and the more you'll learn about the words. see, and the more you'll learn about the words.

Look ahead in textbooks to learn new Look ahead in textbooks to learn new vocabulary and concepts before your teacher vocabulary and concepts before your teacher goes over the section in class. goes over the section in class.

Keep a list of key vocabulary and transition Keep a list of key vocabulary and transition words. words.

Practice telling stories using the words Practice telling stories using the words firstfirst, , thenthen, and , and finallyfinally. .

How to helpHow to help What parents can do to help at homeWhat parents can do to help at home Engage your child in conversations every day. If possible, include Engage your child in conversations every day. If possible, include

new and interesting words in your conversation. new and interesting words in your conversation. Read to your child each day. When the book contains a new or Read to your child each day. When the book contains a new or

interesting word, pause and define the word for your child. After interesting word, pause and define the word for your child. After you're done reading, engage your child in a conversation about the you're done reading, engage your child in a conversation about the book. book.

Help build word knowledge by classifying and grouping objects or Help build word knowledge by classifying and grouping objects or pictures while naming them. pictures while naming them.

Help build your child's understanding of language by playing verbal Help build your child's understanding of language by playing verbal games and telling jokes and stories. games and telling jokes and stories.

Encourage your child to read on his own. The more children read, Encourage your child to read on his own. The more children read, the more words they encounter and learn. the more words they encounter and learn.

Find books, magazines, and websites on subjects your child is Find books, magazines, and websites on subjects your child is interested in.interested in.

Use a dictionary, look up words together, wonder out loud….Use a dictionary, look up words together, wonder out loud….

5. COMPREHENSION5. COMPREHENSION

• The ability of a child to understand what The ability of a child to understand what

he/she has just readhe/she has just read


A kid's perspective: What this feels like to meA kid's perspective: What this feels like to me Children will usually express their frustration and difficulties in a Children will usually express their frustration and difficulties in a

general way, with statements like "I hate reading!" or "This is general way, with statements like "I hate reading!" or "This is stupid!". But if they could, this is how kids might describe how stupid!". But if they could, this is how kids might describe how comprehension difficulties in particular affect their reading:comprehension difficulties in particular affect their reading:

It takes me so long to read something. It's hard to follow along with It takes me so long to read something. It's hard to follow along with everything going on. everything going on.

I didn't really get what that book was about. I didn't really get what that book was about. Why did that character do that? I just don't get it! Why did that character do that? I just don't get it! I'm not sure what the most important parts of the book were. I'm not sure what the most important parts of the book were. I couldn't really create an image in my head of what was going on. I couldn't really create an image in my head of what was going on.

What the problem looks likeWhat the problem looks like A parent's perspective: What I see at homeA parent's perspective: What I see at home Here are some clues for parents that a child may have Here are some clues for parents that a child may have

problems with comprehension:problems with comprehension: She's not able to summarize a passage or a book. She's not able to summarize a passage or a book. He might be able to tell you what happened in a story, He might be able to tell you what happened in a story,

but can't explain why events went the way they did. but can't explain why events went the way they did. She can't explain what a character's thoughts or feelings She can't explain what a character's thoughts or feelings

might have been. might have been. He doesn't link events in a book to similar events from He doesn't link events in a book to similar events from

another book or from real life. another book or from real life.


can learn strategies to cope with can learn strategies to cope with comprehension problems that affect his or comprehension problems that affect his or her reading. Below are some tips and her reading. Below are some tips and specific things to do.specific things to do.

How to helpHow to help What kids can do to help themselvesWhat kids can do to help themselves Use outlines, maps, and notes when you read. Use outlines, maps, and notes when you read. Make flash cards of key terms you might want to remember. Make flash cards of key terms you might want to remember. Read stories or passages in short sections and make sure you Read stories or passages in short sections and make sure you

know what happened before you continue reading. know what happened before you continue reading. Ask yourself, "Does this make sense?" If it doesn't, reread the Ask yourself, "Does this make sense?" If it doesn't, reread the

part that didn't make sense. part that didn't make sense. Read with a buddy. Stop every page or so and take turns Read with a buddy. Stop every page or so and take turns

summarizing what you've read. summarizing what you've read. Ask a parent or teacher to preview a book with you before you Ask a parent or teacher to preview a book with you before you

read it on your own. read it on your own. As you read, try to form mental pictures or images that match As you read, try to form mental pictures or images that match

the story.the story.

How to helpHow to help What parents can do to help at homeWhat parents can do to help at home Hold a conversation and discuss what your child has read. Ask your child Hold a conversation and discuss what your child has read. Ask your child

probing questions about the book and connect the events to his or her own probing questions about the book and connect the events to his or her own life. For example, say "I wonder why that girl did that?" or "How do you think life. For example, say "I wonder why that girl did that?" or "How do you think he felt? Why?" and "So, what lesson can we learn here?". he felt? Why?" and "So, what lesson can we learn here?".

Help your child make connections between what he or she reads and similar Help your child make connections between what he or she reads and similar experiences he has felt, saw in a movie, or read in another book. experiences he has felt, saw in a movie, or read in another book.

Help your child monitor his or her understanding. Teach her to continually Help your child monitor his or her understanding. Teach her to continually ask herself whether she understands what she's reading. ask herself whether she understands what she's reading.

Help your child go back to the text to support his or her answers. Help your child go back to the text to support his or her answers. Discuss the meanings of unknown words, both those he reads and those he Discuss the meanings of unknown words, both those he reads and those he

hears. hears. Read material in short sections, making sure your child understands each Read material in short sections, making sure your child understands each

step of the way. step of the way. Discuss what your child has learned from reading informational text such as Discuss what your child has learned from reading informational text such as

a science or social studies book. a science or social studies book. Choosing books at your child’s level.Choosing books at your child’s level.

Dialogic ReadingDialogic Reading

• Ask “what” questionsAsk “what” questions• Follow answers with questionsFollow answers with questions• Repeat what your child saysRepeat what your child says• Help your child as neededHelp your child as needed• Praise and encouragement is importantPraise and encouragement is important• Follow your child’s interestsFollow your child’s interests

Difficulties with ReadingDifficulties with Reading

What mystifies many parents is where and why the reading process breaks What mystifies many parents is where and why the reading process breaks down. Although, problems may occur in any area, decoding, down. Although, problems may occur in any area, decoding, comprehension, or retention, the root of most reading problems, in the view comprehension, or retention, the root of most reading problems, in the view of many experts, is decoding. of many experts, is decoding.

Reading Facts Reading Facts Roughly 85% of children diagnosed with learning difficulties have a primary Roughly 85% of children diagnosed with learning difficulties have a primary

problem with reading and related language skills. problem with reading and related language skills. Reading difficulties are neurodevelopmental in nature. Reading difficulties are neurodevelopmental in nature. Neurodevelopmental problems don't go away, but they do not mean that a Neurodevelopmental problems don't go away, but they do not mean that a

student (or an adult) cannot learn or progress in school and life. student (or an adult) cannot learn or progress in school and life. Most children with reading difficulties can be taught reading and strategies Most children with reading difficulties can be taught reading and strategies

for success in school. for success in school. When children's reading problems are identified early, they are more likely When children's reading problems are identified early, they are more likely

to learn strategies that will raise their reading to grade level. to learn strategies that will raise their reading to grade level.

Decoding Difficulties Decoding is the process by which a word is broken into individual phonemes and recognized

based on those phonemes. For instance, proficient decoders separate the sounds "buh," "aah," and "guh" in the word "bag." Someone who has difficulty decoding, and thus difficulty reading easily, may not hear and differentiate these phonemes. "Buh," "aah," and "guh" might be meaningless to them in relation to the word "bag" on the page.

Experts have no one explanation for this phenomenon. In some cases, it may reflect that some people simply require more time to separate sounds -- time that isn't there.

Signs of decoding difficulty: otrouble sounding out words and recognizing words out of context oconfusion between letters and the sounds they represent oslow oral reading rate (reading word-by-word) oreading without expression oignoring punctuation while reading Try it yourself. Experience a decoding difficulty

Phonological ProcessingPhonological Processing

Phonological processingPhonological processing refers specifically to the refers specifically to the processing of speech sounds (phonemes). Many processing of speech sounds (phonemes). Many poor readers have a specific weakness in poor readers have a specific weakness in phonological processing even through their phonological processing even through their other processing skills (auditory and language other processing skills (auditory and language processing) are strong. This is often the case for processing) are strong. This is often the case for students with reading disabilities. Readers with students with reading disabilities. Readers with phonological processing difficulties usually have phonological processing difficulties usually have problems decoding words.problems decoding words.

Comprehension DifficultiesComprehension Difficulties

Comprehension relies on mastery of decoding; children who Comprehension relies on mastery of decoding; children who struggle to decode find it difficult to understand and remember what struggle to decode find it difficult to understand and remember what has been read. Because their efforts to grasp individual words are has been read. Because their efforts to grasp individual words are so exhausting, they have no resources left for understanding. so exhausting, they have no resources left for understanding.

Signs of comprehension difficulty: Signs of comprehension difficulty: confusion about the meaning of words and sentences confusion about the meaning of words and sentences inability to connect ideas in a passage inability to connect ideas in a passage omission of, or glossing over detail omission of, or glossing over detail difficulty distinguishing significant information from minor details difficulty distinguishing significant information from minor details lack of concentration during reading lack of concentration during reading

Retention DifficultiesRetention Difficulties

Retention requires both decoding and comprehending what is Retention requires both decoding and comprehending what is written. This task relies on high level cognitive skills, including written. This task relies on high level cognitive skills, including memory and the ability to group and retrieve related ideas. As memory and the ability to group and retrieve related ideas. As students progress through grade levels, they are expected to retain students progress through grade levels, they are expected to retain more and more of what they read. From third grade on, reading to more and more of what they read. From third grade on, reading to learn is central to classroom work. By high school it is an essential learn is central to classroom work. By high school it is an essential task. task.

Signs of retention difficulty: Signs of retention difficulty: trouble remembering or summarizing what is read trouble remembering or summarizing what is read difficulty connecting what is read to prior knowledge difficulty connecting what is read to prior knowledge difficulty applying content of a text to personal experiences difficulty applying content of a text to personal experiences

http://www.pbs.org/wgbh/misunderstoodminds/readingdiffs.htmlhttp://www.pbs.org/wgbh/misunderstoodminds/readingdiffs.html

MemoryMemory

In order to read, children must be able to place In order to read, children must be able to place information into their memories and retrieve it information into their memories and retrieve it when needed. What helps children understand when needed. What helps children understand vocabulary and comprehend what they read is vocabulary and comprehend what they read is being able to efficiently move back and forth being able to efficiently move back and forth between what they see in print and what is between what they see in print and what is stored in their memories. stored in their memories.

There are different types of memory, including There are different types of memory, including short-term memory, working memory, and long-short-term memory, working memory, and long-term memory.term memory.

What next?What next?

Has this been helpful?Has this been helpful?How could the library support you as How could the library support you as

parents?parents? Is there other information you would like to Is there other information you would like to

have?have?

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We can read: a reading workshop for parents. FIVE ESSENTIAL SKILLS NEEDED FOR READING 1. Phonological and Phonemic Awareness 2. Phonics 3. Fluency 4