1. Intervene early! Reading disabilities are considered to be the most common learning disability and are often not diagnosed or treated until it is too late for easy recovery. A child with a reading disability that is not identified until the third grade or later is already years behind his or her classmates. This is a gap that must be closed if the child is ever to catch up with his or her peers. The best intervention is in kindergarten or remediation beginning in the first grade.

2. Teach phonics. Through phonics, children discover to associate sounds and form connections to word recognition and decoding abilities necessary for reading. Investigation clearly proves that phoneme awareness overall performance is usually a major predictor of long- term reading and spelling achievement. In truth, in line with the International Reading Association, phonemic awareness skills in kindergarten and 1st grade seem to become by far the most critical predictor of productive reading acquisition.

3. Teach spelling. Spelling and reading rely on the exact same mental representations of a word. The correlation in between spelling and reading comprehension is higher simply because both rely on proficiency with language. The a lot more profoundly and methodically a student knows a word, the additional likely she or he is usually to recognize it, read it, spell it, create it, and use it appropriately in speech and writing.

4. Teach writing. Get started teaching writing in preschool and kindergarten. Studying to create engages the brain in repetition and memory on how letters and sounds reflect meaning, addresses various reading and cognitive skills, and helps activate both reading and spelling areas in the brain.

5. Teach handwriting. Technology is often a fun writing tool for little ones nevertheless it doesn't engage the early reading brain within the very same beneficial way as mastering to move the pencil across the web page to utilize letters as photos of sound. Brain scan research show that early lessons in letter formation assist activate and coordinate reading connections in the brain.

6. Repetition, repetition, repetition. The brain of a kid feeds on repetition to produce carrying out items such as reading automatic and fluent. Use repetition within the early grades for reading aloud, for rhyming, for matching letters with sounds, for writing alphabet letters, for spelling, for sounding out words, for automatic reading of sight words, for making meaning in print. Young children thrive on it. So make it entertaining!

7. Never ever quit in your child. Maintain the expectations of the kid and their reading future high. We owe it to our youngsters to show our help, give them just about every resource probable to assist them and give them the capabilities required for learning and communicating throughout their education and their lives.

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