REFLECTING ON LIFE’S BIGGEST MOMENTS

Here are the key points of some of the steps you’ll need to take to become a better reader. Always bear in mind that children progress through the stages of development at different rates and for varying lengths of time. Consult your child’s doctor, teacher, or the school’s reading specialist if you have any concerns. Early intervention is essential for children who struggle to read.

It is possible to locate resources for children as young as preschool age. Quality childcare facilities, pre-kindergarten programs, and homes filled with language and book reading all contribute to a nurturing environment for children’s reading development.

Starting at around the time they turn one, children often begin to:

  • respond when spoken to
  • learn that gestures and sounds communicate meaning
  • understand 50 words or more
  • direct their focus to a certain individual or thing
  • respond to the stories and images by vocalizing and stroking the illustrations on the pages

As soon as they reach ages 1-3, they start to:

  • recognize and answer inquiries about things in books — for example, “Where is the cow?” Inquiringly, “What’s the cow up to?”
  • name familiar pictures
  • use pointing to identify named objects
  • pretend to read books
  • finish sentences in books they know well
  • scribble on paper
  • turn the pages of board books to discover the names of books and identify them by the cover image
  • request that a favorite book be read frequently

Age 3 is often when children begin to:

  • Investigate several publications on your own.
  • In order to improve your listening comprehension, try listening to books that are read aloud.
  • retell a well-known tale
  • teach your children the alphabet song using cues and prompt
  • writing-like symbols can be created
  • Recognize the first letter of their first name.
  • learn the difference between writing and drawing
  • mimic the sound of someone reading aloud from a book.

Toward the end of elementary school (Age 4)

As soon as they’re old enough:

  • identify commonly seen signs and labels, particularly on packaging and signage
  • Rhyme recognition and letter recognition (a decent uppercase objective is 15–18 uppercase letters)
  • recognize the initials of the individuals
  • write their names or the first letters or sounds of words that begin with them
  • some letters to the sounds they make
  • recognize the distinct sounds that makeup words
  • Try writing words with letters you’re familiar with.
  • analyze that print is read from left to right and top to bottom. –
  • retellings of stories they’ve heard read to them, retellings of stories they’ve listened to read to them

Preschool (Age 5)

As soon as they’re old enough:

  • generate rhymes for some of the words you’ve heard or read.
  • Make a list of alphabetic and numeric characters and words.
  • forecast what will happen in a novel by identifying several well-known keywords in printed form, and the beginning, final, and medial (middle) sounds in short words predicting
  • is the process of identifying and manipulating ever-smaller speech sounds
  • comprehend the specific meanings of a number of terms
  • In order to understand the importance of a word, read it both in isolation and in context (using the word in a sentence)
  • Story events are arranged in chronological order by retelling the primary idea and identifying relevant elements (who, what, when, and where).

Elementary School (Age 6–7)

As soon as they’re old enough:

  • stories you’ve heard before
  • decipher or “sound out” unfamiliar words
  • employ images and context to interpret new words
  • read aloud and fix themselves if they make a mistake with punctuation and capitalization.
  • Illustrate a story’s events by drawing them out.
  • organize your thoughts into a well-structured narrative with a beginning, middle, and conclusion

Students in the second and third grades (7–8 years old)

As soon as they’re old enough:

  • read more books independently
  • correct accent and expression should be used when reading aloud
  • Identify unfamiliar words with the use of context and images.
  • comprehend and learn to use paragraphs in your writing, many words neatly punctuated and correctly spelled
  • Notes, such as phone calls and emails, should be written down.
  • understanding of comedy in literature utilizing new words, phrases, or figures of speech that they’ve heard in their own writing

4th-8th graders (Ages 9–13),

As soon as they’re old enough:

  • Learn about a variety of literary genres, such as biographies, poetry, and fiction.
  • Thorough knowledge of expository, narrative, and argumentative texts is essential.
  • Reading a science book in order to get precise knowledge
  • to connect the dots connecting the many objects, similes, metaphors, and other rhetorical devices
  • to identify the critical aspects of a story, such as time, place, storyline, problem, resolution, correctly.
  • For pleasure, study and write on a specific topic and learn what style is appropriate for the subject matter.
  • to determine the underlying message of a piece of writing