Beginning Readers’ Success

In my classroom, each successful beginning reader after being offered materials and guidance and support, in one way or another, taught herself to read. She may have participated fully in all parts of the program offered, or perhaps only in part of the designed program with special attention unique from anything offered. But she, and every beginning reader, made choices along the way, perhaps unaware of making those choices, but choices never-the-less about how she learned to read. She chose to use phonics or avoided them because innately, she knew a better way. It was always hoped that during and after learning how to read, these choices allowed her self-confidence to grow, leading to continued motivation, responsibility, and independence – that she knew the purposes for learning how to read and enjoyed many different books, stories, and articles.

Read more about programs for beginning reading in my book, Early Childhood Programs: Opportunities for Academic, Cognitive, and Personal Success, beginning on page 38.  Also, see 7 reviews on www.amazon.com

Grouping for Phonetic Ability

When I first heard that entering students were grouped for an intensive phonic program because they were the weakest in phonetic ability, I thought I had misunderstood. I hadn’t. Now, why wouldn’t one assume that a weakness in phonics at 5 or 6 years old – might be a child’s disability??? Might have very weak auditory skills. May have a disability with auditory skills. Many children learn well using a phonics approach but for some, it just doesn’t work and is not an appropriate program. They need a different approach.

See more about reading programs in my book, Early Childhood Programs: Opportunities for Academic, Cognitive, and Personal Success. Included is a web site where programs and activities can be downloaded for use in a classroom. Also, see 7 reviews on www.amazon.com

Becoming an Independent Reader

Peggy’s Tips for Teaching Young Children

For children in my combined first and second grade  classes, phonics worked well for many but for some others who couldn’t thrive with phonics, they became fluent readers so successfully by reading book after book. Each child had her own book and read for 30 to 45 minutes each day. The children in September that were not independent had an adult or child partner until they, too, could become independent readers. The goal was for each child to be a motivated, responsible, and independent reader with excellent comprehension, including an appreciation for fine literature. And for each child to recognize the need for reading; to read for enjoyment, for learning, and for satisfying a great accomplishment – their success in learning how. Children should have the opportunity to reach their highest level of literacy. This, of course, is very optimistic but I felt that way every September.

See more about this in my book, Early Childhood Programs: Opportunities for Academic, Cognitive, and Personal Success, on page 47. See 7 reviews on www.amazon.com

   Teaching Young Children © Peggy Broadbent 2011 - All Rights Reserved