How Children Learn to Read

Building blocks of reading

Reading skills are like building blocks. To learn to read well, children need the blocks of knowing the sounds of letters and the blocks of knowing the meanings of words (vocabulary), word parts (grammatical markers) and groups of words (overall meaning or semantics). To build these foundations of reading, children need effective reading instruction.

An effective reading program

From long-term studies conducted by the National Institutes of Health, it is known that an effective reading program should include the following components.

• Recognize that students learn to read in a certain order: first they must understand that words are made up of different sounds, then associate sounds with written words, and finally they can decode words and read groups of words.
• Students who have trouble learning to read need to be specifically taught the relationships of letters, words and sounds. (Awareness of letter/sound relationships is the main tool good readers use to decode unfamiliar words.)
• Each child needs a different amount of practice to be a fluent reader.
• Phonics instruction should be based on individual student needs and taught as part of a comprehensive, literature-based reading program.
• Abundant opportunities for children to read at their own reading level help them to learn to read for meaning and enjoy reading.
• Highly trained teachers can help children develop good, overall literacy skills: good vocabularies, knowledge of correct syntax and spelling, reasoning skills and questioning skills.

Phonics focuses on the sounds of letters and words

A phonics approach focuses instruction on learning to associate printed letters and combinations of letters with their corresponding sounds. Phonics instruction gives students strategies to unlock or decode words.

A phonics approach to teaching reading can include:

• "Sounding out" words as a way of figuring out new words. For example, in a phonics lesson, "moon" would be sounded out as "mm-oo-nn."
• Practice worksheets or exercises on letter sounds, matching pictures with spoken words, short vowel/long vowel or letter of the week.

Whole language focuses on comprehension

The whole language approach is based on the understanding that reading is finding the meaning in written language. Multiple experiences with words - written and spoken - are what children need to learn meanings of words.

A whole language approach to teaching reading can include:

• Teaching reading and writing throughout the day in the context of the lesson topics
• Teachers emphasizing storybooks rather than worksheets as well as multiple writing opportunities

A balanced approach can help all children learn to read

A decade of research shows us that there is no one best way to build students' literacy skills. A balanced approach to teaching reading combines a strong foundation in phonics with whole language methods. Only through more than one kind of instruction can students gain the skills to recognize and manipulate the sounds of letters and words and the skills to understand what they read. Since all children learn differently, only a balanced approach to teaching reading can give all children the skills they need to read well.

Reading instruction for children with learning disabilities

For children with language-based learning disabilities, learning to read is especially difficult because they have a harder time with sounds of letters and words than their peers. Research indicates that because phonics instruction focuses on recognizing and manipulating sounds of letters and words, more intense phonics instruction may be beneficial for children with learning disabilities.

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Introduction to Social Thinking

What is Social Thinking?

Social thinking is what we do when we interact with people: we think about them. And how we think affects how we behave, which in turn affects how others respond to us, which in turn affects our own emotions.

Whether we are with friends, sending an email, in a classroom or at the grocery store, we consider the thoughts, intentions and emotions of those around us. In fact, many people can score high on IQ and standardized tests and yet do not intuitively process social information and therefore do not find much reward in "being social."

The Responsive Classroom approach supports our school’s mission and core principles by offering a set of teaching practices that promote academic success and help to build strong, positive relationships among children, teachers and families. Schools across the country use Responsive Classroom, and report these outcomes:

1. Improved social skills
2. Increased academic engagement
3. Positive classroom climate
4. Greater learner investment and independence
5. Fewer disruptive behaviors

There are many benefits of reading aloud with children

1. Children's self esteem grows as they experience the security of having a parent or other caring person read aloud with them.

2. Children experience increased communication with parents and other family members.

3. Children are introduced to new concepts and ideas in a fun, age appropriate way.

4. Children build listening skills, vocabulary, memory, and language skills.

5. Children develop imagination and creativity.

6. Children learn information about the world around them.

7. Children develop individual interests in special subjects like dinosaurs, cats, or cars.

8. Children learn positive behavior patterns and social values.

9. Children learn positive attitudes towards themselves and others.

10. CHILDREN LEARN THE JOY OF READING!

Reading, Literacy and Your Child