Creating a summer reading program for your school can be a fun way to get young people involved in reading. Don’t let your students get through the summer without reading! This article is full of ideas for your reading program. Whether it’s a way to connect to a public library how to give parents time appropriate reading and encouragement. Visit our site for more about Reading tricks.
It doesn’t matter which reading program
- Difficult Parents: Parents should spend more time reading with their children. and don’t try to write down every book and every author
- Emphasis on Reading Fiction: As an Adult You read many kinds of reading material. And if you force your child to focus on fiction? You restrict them from magazines, websites, newspapers and informational posts. what he can identify with
- Inflexible: A successful reading program gives parents many options. Have students listen to audio files and books that some adults have read to them. Promote daycare and summer programs for kids to do some paperwork.
Connect to a public library
It’s likely that your local public library will be excited to help you create a summer reading program. Look for resources that the public library can provide, such as a representative who comes to talk to students about summer activities and how to get a library card. Public libraries may provide documentation and may want to keep a copy of your reading log. My school asked the library to stamp the students’ reading records to indicate that they were attending a public library meeting over the summer.
We chose a reading log that asked parents to keep track of their children’s reading time throughout the week. The category options are 2.5 hours minimum, 1.5 hours minimum, 1 hour minimum, or any other number. every week during the summer holidays In the last column, parents can check the total amount: minimum 20 hours, minimum 15 hours, minimum 10 hours.
suitable reading material
In another column, parents can view different types of questions. if necessary Help parents understand that different types of reading are useful for children. Explain to parents that the reading material should be at or near the child’s reading level and of great importance to the child.
The development of reading can be divided into two main stages: learning to read and reading for learning. Learning to read involves learning the sound structure of spoken language. Alphabet comprehension, word decoding and fluency when the reader is fluent The cognitive demands of reading shift from trying to decipher the relationship between sounds and symbols and decoding words to comprehension. understanding other perspectives or many aspects about a topic and acquiring knowledge
The process of reading development continues throughout the reader’s life. Positive early exposure to typography and puns is the starting point for successful reading. This often translates into more frequent reading and readers can integrate new learning with their own knowledge.
learn to read
- Preliminary Reading
The development of reading begins before the child recognizes the letters and printed words. before learning the alphabet Children must first master the spoken language. These informal skills begin with exposure to nursery rhymes. that helps children develop and understand the sound of words When children learn to listen to the sound of words They became interested in the components that made them the same or different. This is known as tactile and alliteration Tact and alliteration are the basis for developing auditory awareness.
At this stage, early understanding of word sounds and patterns allows the reader to focus on the smaller phonemes. These units are called phonemes. Phonemes are speech sounds the size of a letter or a combination of letters. but not as big as syllables When children develop phonemic awareness They can contain letter sounds. divide phonemes into words and modify phonemes to create new or nonsensical words. Peace of mind with isolated sound Separating words into smaller, meaningless phoneme components. And the ability to manipulate the sound structure of words is a pre-reading skill.
The reader must be able to name the letters. Children who can remember letters quickly and accurately have more difficulty learning letter sounds and spelling than children who are unfamiliar or accurate. This is because the characters