I WANT MY CHILD TO READ

Recently, I was able to talk with a group of teachers (and later a group of parents of preschool children) about an important milestone in children's development: when they first learn to read.  What I learned is how many misconceptions there are out there, spurred on perhaps in part by the new hype in the last few years of teaching babies to read.

"I'll just be giving my child a head start, right?"

"The earlier the better."

 "I saw it on TV!"

PARENTS ARE WELL-MEANING BUT MAY BE MISINFORMED

These are common comments from well-meaning parents.  The problem is that these ideas have no scientific foundation.  Just because someone says "there's research", don't believe it.  What I alway recommend to educators is to look for three INDEPENDENT studies that confirm the same findings before you believe any of it.  The science (and there is a lot of it) tells us a much different story, one of complex connections being built in brains years before a child is ready to learn to "decode" (see the symbols and understand the sounds related to them, blending into words they recognize from their oral vocabulary).

The truth is that most baby's brains at birth have nearly the same number of brain cells, give or take a small number according to genetics (about 100 billion!).   Years ago, Piaget confirmed that young children first learn through the concrete, concrete experiences with senses and motion.  As they grow, they move into increasingly more abstract thinking (the first hint is when the baby realizes you are still behind the blanket and that you haven't gone away just because he/she cannot see you).  That is a good framework from which to think about children learning to read.  Understanding a variety of symbols (graphemes) and cognitively recognizing and thinking about the sounds they represent is too abstract for most children until the ages of 4-6.  And that doesn't mean that if your child isn't ready to read at 4, you should "make him".  Earlier IS NOT always better.  For more information about young children's brain growth at ages zero to three, visit Zero to Three's website.

MORE ACCURATE INFORMATION

All the parents I spoke with recently want the best for their child.  They had great questions to ask and the answers were able to help them filter out the myth of babies learning to read.  I also found few parents who were aware of the importance of oral language (speech and listening) as a foundation for later reading.  Dr. Catherine Snow, an incredible, long-time researcher from Harvard says, that before children are ready to read, they must have many, many experiences with language and with print.  

Here are a few signals to watch for that might indicate your child is ready for the "reading table":

They ask, "what does that say, Mommie?" or say "I want to learn to read."

They play easily with patterns and sounds in speech (like being able to change around first sounds or last sounds to make new words).

They have learned the corresponding sounds that are associated with certain letters.

Don't rush this stage - surround your child with print experiences that are fun and entertaining, talk using lots of varied words, explain their world to them and take time to talk with them in regular conversations.  That as much as anything will move them toward their "right time to read".  Most normally developing children will learn to read between 4-6 years of age, and anytime within this range is acceptable.  In my own observations I see that children with rich literacy environments (and few if any flashcards) come to reading early at their own instigation and those children, with a continued support system, will often continue to read above their peers.  To the contrary, children forced to read before they are ready lose creativity, become frustrated and turned off to learning and who wants that?

 Another question to ponder is, do we ask a 3-month old to learn to walk, stand them right up there and why can't they do it?  Because they don't have the foundational strength and balance yet.  We accept that our children won't all walk at the same time.  It is also true that they will not necessarily learn to read at exactly the same time.  Throwing a child into reading before he/she is ready is akin to taking them to a swimming pool when they have never been near water and throwing them in the deep end of the pool.  Never!

I could go on and on with reasons why it's so important to know how those early years contribute to reading at each child's "prime time".  If you have others questions about children learning to read, post them here and I'll answer them as they are posed.  You can also learn more in my books on this subject (Anytime Reading Readiness for parents of 3-6 year olds and the partner book, Before They Read, for educators working with children of this age.

Cherish childhood - it is all too fleeting.  And take a little time every day to read to your child.  It not only brings you close together, it relaxes you and your child in a stress-filled world.  It's a "good thing".

P.S.  If any of you live in Illinois or know a teacher there, I'll be a featured speaker at the Illinois Reading Council's annual conference in mid-March.  Come join in the fun and information; I'd love to meet all of you in person!

  

After Too Long An Absence . . .

Thank you to all of you who continue to follow this blog.  I have been absent, struggling a bit as all of us do from time to time, with squeezing everything we want to do into the time and energy we have.  I know that parents can relate to that. 

A MEANINGFUL RE-START

With this post, I'd like to draw us back together and begin again the discussions about parents and kids reading together.  This post is for parents of 2 year olds and parents of 22 year olds.

Please share this new post with your friends and tap them into an important resource.

GREETINGS FROM TAMPA, FLORIDA!

This is a view out my hotel window tonight.  I am in lovely (and warm) Tampa, Florida for the

National Title I Conference and am so excited to tell you that family engagement in children's learning is on the FRONT burner!  

Not only does my session, Families and Educators: A Joint Book Club Concept, address this topic but there are at least five other presenters talking about this same issue.  With educators talking more about how to involve families (some how to "follow the letter of the federal law in Title I schools but others, happily, who are genuinely interested in partnering with parents).

I'd love to hear the viewpoint from anyone reading this post on the following questions:

1. Do you feel welcome at your child's school?  Why or why not? 
2. Do you see your child's teacher as "friend" or "foe"?  Why or why not?
3. If you could stand in front of the Title I teachers from all other the country this week, what would you say to them?

I look forward to your comments!

P.S.  Need some reading for yourself?  Check out reviews from me and my fellow book reviewers at http://www.nyjournalofbooks.com/reviewer/cathy-puett-miller.



Books About Fire Safety, Fire Fighters and Fire!

Don't you love that there are books on every subject?  And that stories and books and reading and text all relate to things in real life?

A new friend of mine, Stephanie Goodman of Safety Mom Enterprises, is part of the nationwide effort to draw attention to Fire Safety Month (October).  Any of you with children should be especially interested since, during the coming month, in most schools, children will be hearing about what to do in case of a fire.

I thought it might be fun to share a few book titles with you on the subject of fire, firefighters (and, in a few cases, fire safety) and then provide some important information from Stephanie to help you make sure you know what to do in your home if a fire breaks out.

Big Frank's Fire Truck by Leslie McGuire (ages 4-8)

Firefighters A to Z by Chris Demesest (ages 3-6)

I Want to Be A Firefighter by Dan Liebman (ages 4-7)

Fire Drill by Paul DuBois Jacobs (ages 4-8)

Fire Fighters to the Rescue by  Bobbie Kalman (ages 4-8)

Even Firefighters Hug Their Moms by Christine McClain (ages 4-8)

The Buddy Files: The Case of the Fire Alarm by Dori Butler and Jeremy Tugeau  (ages 8-10)

Fire Horses by Margaret Fetty (ages 9-12)

Wildfire Run by Dee Garrettson (ages 9-12)

Forgotten Fire by Adam Baqdasian (ages 14+)

Fahrenheit 541 by Ray Bradbury (ages teen to adult)

Playing with Fire by Melody Carlson (young adult)

The Big Burn:  Teddy Roosevelt and the Fire That Saved America by Timothy Egan (young adult to adult)

 TIPS ON FIRE SAFETY - AN EMERGENCY EVALUATION PLAN

October is fire safety month, and most schools will be talking to our kids about what to do in case of a fire.  But how many of us really practice this at home?   How many of us have taken a few moments to read the instructions on our fire extinguisher?  Would you know how to use it in a fire?  

Take some time in the coming weeks and put together an emergency evacuation plan and practice it! Here are some additional tips to keep in mind: 

• Having properly installed smoke alarms cut the chances of dying in a reported fire by half.  Install smoke alarms in every bedroom, outside every sleeping area and on every level of the home.  Consider purchasing one with an escape light built in as well.  Put a note on the calendar to test the smoke alarm on the first of every month.

• Be sure to place specially designed stickers from the fire department on the window of each child’s bedroom which will alert fire fighters that a child could be present in that room.

• Keep fire extinguishers in various places around your home including the kitchen, garage, near the furnace and near any fireplace.

• If you use a portable space heater, be sure it has built-in safety features, such as automatic shutoffs, anti-tipping devices and heat guards.

• When you have small children in the home, install a baby gate around the fireplace to prevent access.

•  Purchase a 2-Story Emergency Fire Escape Ladder and keep it somewhere in or near your bedroom.

•  Teach your children never to try and put out a fire themselves but to leave the house immediately and call 911 from a neighbor’s home.  Have a fire drill once every few months so that everyone can practice.

You can learn more safety tips and give your kids a chance to ride a fire truck during Safety Saturday at your local Lowe’s store on Saturday, September 25^th from 10AM – 2PM.  And, your kids can even build a fire truck for themselves!  Visit www.lowesbuildandgrow.com  and be one of the first 50 to sign up and reserve your spot. All Build & Grow attendees will receive a free apron and goggles.  

To support this important effort and my new friend, Stephanie, I'm donating my Fire Truck Building Kit to a child in my community.   Send me an email and you could win a free book (be sure to put "FIRE BOOK" in the subject line and indicate what age child you have.

BE SAFE!

And don't forget . . .

Preventing the Summer Reading Slump

WHAT IS THE SUMMER READING SLUMP?

Most of you reading this blog have probably heard of the "summer reading slump".  It's simply the idea that when children are away from reading, especially during the years in which their reading skills are developed, they lose ground in their abilities.  They read less and their skills grow weaker.  This is true for children just finishing kindergarten and first grade but it is equally true for older kids, even those who have been reading for years.

Think about bodybuilders or people who exercise.  Once they stop exercising, their muscles quickly deteriorates or weakens because they aren't using them.  It's the same with reading.  Use it or lose it (I'm realizing that on the physical level more and more with each passing year --- I can barely hold up this stack of books)!

The counterargument I hear from parents and caregivers most often, in response to this idea of children reading in the summer, is, "don't the children deserve a break?"

That's why I advocate summer reading be on a different channel.  Reading doesn't have to look or feel like school work.  In the summer more than any other time, it should be fun with lots of free choice and lots of opportunities rather than a structured "you've got to read now" approach.  Don't confuse academic activities -- something your child only does in a classroom -- with the many purposes for reading and writing.   And every book they read during the summer vaccinates them again losing ground they have gained during the year.


READING AND WRITING AREN'T JUST FOR SCHOOL (Think bigger, broader)

Think about how we as adults use reading and writing as tools every day.  We read menus, grocery lists and advertisements, articles and emails on the Internet; we do some reading when we are selecting vacation destinations or planning trips.  Reading and writing is all around us.  And the reality is that often those who are most successful, who deal with the complexities of the modern world more easily, are those who have strong skills in this area.  They can quickly scan through a complex advertisement or document and understand what it's about.  On the other hand, if someone isn't a very good reader or writer, it can keep him or her from a job he or she would like to have.  Minimal skills can prevent anyone from making informed, quick decisions that could impact one's very life or livelihood.

Again, let's go back to other areas in real life:  if a child wants to be a star basketball player like Koby Bryant (or if we have dreams of him doing so), practice is part of the equation.  I can't think of a skill that's more important to practice than reading.

RADIO SHOW



This very topic was the subject of a recent radio interview I did with host Pat Montgomery of the Parents Rule show on July 8th entitled Are We There Yet?  Preventing the Summer Reading Slump.  If you weren't able to join us live, you can listen to a podcast of the show (I'll post a permanent link on iTunes as soon as it is available). In that delightful show, we talked about three secrets to preventing the summer slump without turning our homes into academic hothouses and creating a negative feeling about reading:

1.  Choice (autonomy).  Number one, kids won't want to read something "required".  Your child's school may have a summer reading list and he or she certainly needs to complete the assigned reading but sprinkle in between lots of juicy books, magazines, online articles, ebooks, etc. on subjects that are intriguing to your child -- what really turns him on?  Save the school reading for the last month of the summer and concentrate on fun, entertaining and engaging reading in the meantime. Or get it out of the way first thing so you can concentrate on what your child wants to read.

What's "the thing" among your child's peers (vampire movies, Hanna Montana, Silly Bandz)?  Connect reading to popular fads.  And remember that choice happens when reading materials are available (so regular trips to the library, bookmobile or bookstore are in order).

Choice alone may not be enough, especially if your child isn't interested at all with reading.  Engage her in reading to see when that summer concert she's been dying to go to will be in town.  Give him the chance to research the destination of a trip and choose a few activities do while there.  Prompt him that online resources, travel books from the library or even writing a letter to a local chamber of commerce for brochures is a way to make sure he doesn't miss the "best things around".   If you are traveling to a national park, where your children will see animals, find books or articles on those critters and read about them together before you go.  Don't think "academic"; think "interest".


2.  Opportunity (and authentic purposes).  If our kids' days are packed full of scheduled activities that, in and of themselves might be terrific (swimming, camp, bike riding, computer games, texting friends, etc.), then there is often no time for reading.  There may be too many choices.

Here's where your example and leadership iare so important.  Set aside a little time each day or two (before bedtime, in the heat of the day with a cool fan or dish of ice cream, on a quilt under a tree, even family reading time where everyone is reading or being read to as the sun sets).

Consistently offer reading as an option and make it enticing.  If you don't know how to do that because perhaps you're not a good reader yourself, talk with friends who are teachers or the neighbor that you always see coming out of the library with a armload of books.  Visit my website and, on the home page, scroll down to "Hear the Literacy Ambassador".  Click on the second item in the red screen and you'll hear a radio show with Ready to Learn Mom Stacey Kannenberg in which I model just how to read Goodnight Moon with a child.

And remember that great reading isn't restricted to novels - how to articles, three-wheeler magazines, any nonfiction is just as much reading as fiction (made up stories).  Reading on the Internet is still reading (that's what you're doing here, right?)

Moms and dads: do a little planning but 

NEVER let it look like something planned to your kids.

3.  Access (and a chance to journey to mastery through regular practice).  If there are no books or reading materials in your home, your child isn't likely to search them out but you don't have to do this on your own:.  
 
     Set up a neighborhood book swap or book drive (if you choose the latter, get the kids involved in previewing all the donated books and writing personal recommendations on post-its taped inside the front cover of each book). 


      Have a contest among the children in your extended family to find the coolest website on ________ (whatever topic is a guaranteed "hook" for the kids).

      Even Walmart has a book section.  Most public libraries have terrific summer reading programs that go beyond books to include many related activities.

      Include some sort of game in which the kids have to read directions or cards at pool parties, picnics and pajama sleepovers.


Ask if the summer programs your child is scheduled for have 

          book stashes that can be loaned, 

          RIF/Reading is Fundamental programs (giving away books to those least likely to own them), or 

          visiting storytellers, authors, or readers.

Each of these three ideas -- choice, opportunity, and access -- are core to motivating our children to read during the summer.  

MORE RESOURCES

Check out these suggested websites for additional information followed by The Literacy Ambassador's list of new HOT SUMMER READS:

A blog from IVillage:  9 Sure Fire Ways to Fight the Summer Reading Slump 
An always trusted voice, Scholastic.com  
An Educationworld.com article for teachers, packed full of ideas for parents
Casey Study on Current Situation with Readers up to 3rd Grade

Preschool through first grade:   

Slow Down for Manatees by Jim Arnosky
Bad Frogs by Thatcher Hurd
A Beach Tail by Karen Lynn Williams

2nd through 5th grade

The Last Polar Bear by Jean Craighead George
Where Should the Turtle Be? by Susan Ring
The Bag of Bones by Vivian French
Spacehead by Jon Scieszka

Middle School

Hurricane Song by Paul Volponi
Countdown by Deborah Wiles
Scat by Carl Hiaason

High School

The Enemy by Charles Higson 
Stormchasers by Jenna Blum
Deadline by Chris Crutcher


Teen INK., a magazine with work from teen authors

Adult recommended reading

Summer is the perfect time to dive into Anytime Reading Readiness, a quick pick up and read resource for parents packed full of ideas for helping your 3-6 year old get ready to read.  

For a more meaty read, learn more about the surprising truth about what motivates us in Drive by Daniel H. Pink. You can even get a free bookplate for your own copy at Dan's website for a limited period of time.   

The best novel I've read this summer:  Stormchasers by Jenna Blum. 

All of you who are on Facebook, visit The Literacy Ambassador's Summer Challenge.  This puts a call to action in front of all of us, whether we are focusing on our own child (or children) or someone else's.  Find the book that gets them hooked!  

I close this blog with a quote that Pat Montgomery shared during the course of her show today that I believe is a terrific message for families everywhere. 

Children who are not spoken to by…responsive adults will not learn to speak properly.  Children who are not answered will stop asking questions.  They will become incurious.  

And children who are not told stories and who are not read to will have few reasons for wanting to learn to read. . . . Gail Haley

As always, I invite you to share your own "outside the box" ideas about what you are doing with reading this summer and forward this blog to someone who has a child.  Together, we can make a difference.

 

Secrets Parents Need to Know About Beginning Reading

Kathy Stemke, the Educationtipster on Blogspot, recently called for an interview which you'll find posted on her blog.  I always appreciate any opportunity to reach out and communicate to parents with children of all ages and certainly do this one.

One of the comments on the blog asked questions that would require too long an answer on the comment segment of Kathy's blog so I'm jumping over here to give it a go.  Her questions were:

What are your views on the various techniques for teaching reading?

How have they changed over the years?

What's most effective with children who have reading difficulties?

I certainly won't offer an entirely comprehensive answer here but enough to get you started and heighten understanding.

'
TEACHING READING

One of the wisest people in reading research today (Dr. Richard Allington) tells us that "there are many roads to reading".  One size does not fit all.  Different individuals come to reading through different mechanics.  And reading is a multi-level complex set of skills rather than just one so it takes years to reach true competency.  Part of the importance of partnerships between school and home is decyphering those needs and addressing them as needed with each individual youngster. 

Children need to understand the alphabetic principal early on (knowledge of letters and shapes, their understanding that print has unique meaning and that letters represent sounds in our spoken language).  As they gain the connection between letters and sounds, they now have the beginning tool to figure out the squiggles on the page.  There is an excellent explanation of this part of reading on Reading Rockets in their First Year Teacher segment and it's devoid enough of education lingo to be of value to non-educator parents.

It Starts Long Before . . .

The truth is that the strongest readers are created from day one in a cocoon of language and experience with print.  As I've often said, that doesn't mean creating a structured academic hothouse at home.  It doesn't mean buying workbooks and sitting your 4-7 year old down at the table to work.  It means experiencing literacy in all its forms in our world.  If we could just get that right at the beginning, are consistent (just as we are in giving our children good nutrition or adequate exercise), and combine it with strong phonics instruction, we would virtually eliminate reading difficulties by first or second grade. 

So my message to parents is always, "be the commercial for reading".  Show children how interesting, how much fun reading is and, as Bob Keeshan AKA Captain Kangaroo says (I'm showing my age), "They will follow as the night follows the day."  Read in front of them (not just novels, cereal boxes, street signs, bill boards).  Show them that reading and writing are tools for life and show them that every day.

Again, regardless of the method used to teach reading at the beginning, those with such experiences will have an easier time acquiring beginning skills if they have a strong foundation in oral language and exploration and interaction (not conventional reading) with print. 

Having said that, the best scientific research we have in education today says that most children respond most positively to the instructional "learn to read" components of kindergarten and first grade through an method known as phonics (learning the correlation between letter and letter combos and sounds, then applying those in blending those sounds into words that connect to our spoken vocabulary or become a new term we understand).  The good news is that virtually every school in the U.S. (public or private) teaches children to read that way.   


So phonics instruction is important.  With these numbers, that's the first approach to use.  But it is important for both parents and educators to look beyond phonics if a child isn't getting it after an adequate period of time.  Have a parent-teacher conference to discuss progress, alternatives, and come up with a plan together, teacher and family.

In such occasional instances where phonics truly isn't the best way for your child to learn to read, it's better to encourage alternative approaches (sight word reading or memorizing the "shapes" and "patterns", going back to the foundations needed for phonics, phonological awareness - how the patterns in our oral language work without the connection to print).  For a lot of children, those are not as efficient a means so make sure, along with your child's teacher, that phonics really isn't for your child before moving on to alternatives. 

That could be a whole other topic and, in fact, I give definitions of some of these terms in an earlier posting on my blog.  Listen to the child and find ways that they can be successful at reading, not forcing them into a mold if they are the minority who don't learn to read with phonics.  Some children even develop an "organic" sense of how the patterns and sounds in our language work with no formal instruction in phonics, combine it with other strategies (figuring out words from picture clues, recognizing some words on sight, etc.).

BEGINNING READING IS MORE THAN PHONICS

Now for perhaps the most important message in this blog: 

phonics or any other beginning reading strategy for "figuring out words" is only a tool.  

It is not reading.  

And phonics is something that, once learned, should then serve as a tool to successfully decode words enough times that those words then become automatic, almost a sight word - one we recognize on sight rather than having to dissect it each time it is encountered.  The mistake too many educators make is an over-focus on phonics.  They stay on it too long rather than having the big picture in mind and moving children to that next level.  That's when children get the idea that they must decode each word they encounter, even if they already know it on sight and that actually disables reading growth or at least deters it.  That's also where you see motivation decline because how much fun is "manipulating phonemes"?

Reading is getting the meaning out of print.  So in addition to phonics instruction, children need a steady diet of great stories read aloud to them and shared one on one as well as in small and whole group.  Families can have a great influence here, especially if your child is in a school where the phonics is isolated and overemphasized and no read alouds of delicious stories that are not easily decodable occurs.  What's the benefit?  Children get that big picture:  they are exposed to complex sentence structure, new vocabulary, the sound of a fluent reader sounding like he/she is talking when she reads, they get the meaning because 100% of their little brains are freed to understand the story rather than being divided between decoding (which can take up most of the brain power early one) and comprehension.  Then they get the idea of what really is (and the motivation to do it themselves).

WHAT ABOUT STRUGGLING READERS?

My advice with struggling readers (my new friend, Donalyn Miller calls them "dormant readers") is always - look for the building blocks they are missing.  Just using repetition on too high a level with a child is frustrating for the child and everyone involved. 

Good teachers, whether they are parents or professionally-trained educators, recognize such "holes" and step back to more fundamental skills.  Here's an example.  If a child is having trouble blending sounds, make sure they have a strong, almost automatic recall of letter sounds.  If they have to work at blending and at recalling the sound, it may be a brain overload.  Think more concrete to less concrete, less abstract to more.  Use the concrete to help bridge them to the abstract.

With young children, the emotional support of a positive rather than negative experience, is so critical. Reading researcher, Dorothy Strickland, says, "It is the broader pattern of child-adult activities and interactions that support a child's language and literacy development."  If we do not give children mostly positive experinces with books, they will not choose to be readers.  

If a struggling child does what seems to them to be nonsensical exercises, how do we think that is going to give them the emotional fortitude they need to practice and become competent?  Think games, think tying whatever method you are using to teach to a positive experience, balance that instruction and practice that is necessary in the context of great read aloud experiences so your child sees the end they are working so hard to get to -- being able to read ANYTHING THEY WANT.  I have seen it time and time again that reading difficulties, when paired with appropriate balanced instruction, can be overcome.

CLOSING

This ended up being longer than I expected but I hope I answered the questions raised by my visitor on Kathy's blog AND perhaps some of yours.  Follow-up questions posted will be addressed (blogging is a great forum for that type of dialogue).  I also welcome, as always, your comments.

And today, share this blog with a parent or teacher, just one, that you believe can benefit and we'll spread the revolution!  Check out my book, Anytime Reading Readiness, for more ideas about supporting your young readers.

The Reader Who Most Influenced Me

On this week's Share A Story Shape A Future blogging event sponsored by The Reading Tub, they pose the question:


Who is the person who influenced you most as a reader?


Here she is with her first grandson (someone she also influenced as a reader):

My mom

She's gone now from this earth but she sits on my shoulder every day. I see her putting a bowl on her head and prancing around the kitchen, reciting Robert Louis Stevenson's poem, The Land of Counterpane. I expect it was a meaningful poem since my brother and I both had times of extended illness in which we were confined to bed. It made us giggle and we loved the rhythm and rhyme of the poetry.

I see her pouring over a book, occasionally with those silly black framed glasses from the 1950's on her nose - do you know the ones with the wings? Her two most favorite authors were Phyllis Whitney and Eugenia Price (Momma loved historical fiction). As soon as I was in 5th or 6th grade and was a strong enough reader to attack these novels, she began sharing them with me and we'd have play fights over who would get the newest title first.


Although I cannot remember the first time I heard this phrase, I can still see that dreamy look in her eyes when she would tell me "you can go anywhere in a book" I believed her and I still do.

All her children believed her and their children (Nana's grandchildren) do too. What an incredible legacy this little feisty woman from the coal-mining country of Virginia has passed along, simply because she loved reading and books.

Today, she remains an influence not only in my personal reading (I have a good book or three or four on my bedside stand all the time) but also in my work as The Literacy Ambassador. Her passion for reading and stories and talking and sharing inspire me to this day. They are the reason I am an enthusiastic and passionate speaker, writer and advocate for the fact that "there is a book for every child". I know that without the indelible impression she left, I would not be doing what I am today. She, in fact, is the core of the revolution I am starting with my two new books, Anytime Reading Readiness and Before They Read. To learn more about that revolution, visit Reading is For Everyone
You can also stay in touch on Twitter and Facebook where you'll find me as litambassador and on Linkedin

Engaging Older Readers (3rd grade and up) With Personel Connections To What They Read

Personal connections aid in understanding a story, whether your child is the reader or the writer (a composer like these two fellows in the picture to the right).  I encourage families to find great books that connect to your child's a passion so they will show more interest in reading.  I know you've heard that from me before but it is worth repeating.  

When a reader makes personal connections to text, he then becomes part of the story, adding his or her own memories, ideas, experiences to that of the author. He moves from reading on the surface into deeper connection and the understanding (what teachers call "comprehension") goes through the roof.  

So How Do You Get Your Kids to Respond That Way To Reading?

Good authors like Willie Morris (author of My Dog Skip) give us a large hook to connect with.  Nearly everyone has experienced a pet and/or the loss of that friend sometime in our lives like he tells about in his book.  If your young person is more into baseball, skateboarding or jazz, try Under the Baseball Moon by John H. Ritter.  Have a youngster who likes history?  A Wish After Midnight is a combo historical fiction and time travel adventure that will hold them til the very end.   Relationships and self-image important?  Try Nothing But The Truth by Avi.  If you want to share an adult book with your teen, feel free.  The Boy Who Harnessed the Wind by William Kamkwamba is an incredible real life story of inspiration.  Sharing books you are enjoying (as long as you are comfortable with the content) is a terrific way to connect.  The key is that

if we are going to expect our young people to be readers in the midst of all the possible distractions in this modern world, then we must give them an authentic, meaningful-to-them reason to do so.

Carve Out A Little Reading Time

Once you have a good selection for your child to choose from (and have involved him/or her in the selection process, pick one time a week (protected from interruptions and outside distractions) in which the whole family will spend time reading. I've got news for you; it may not be easy at first, especially if this isn't already a habit with your family.  However, it can start with as little as this once a week, 15 minute time slot, but think of ways to expand it into travel time in the car on the way to soccer, or home from school, time just before "lights out".  It may be easier for you to start on the weekends.

Set a goal 

Your goal over the course of the next 6 months is to move from one such time a week to two and then to three.  Don't try to jump in all at once, especially if your family isn't used to this dose of reading.  Find the balance for you but know that consistence is very important.  Also, pay attention to your family schedule, your children's extra-curricular activities and school homework level, etc. when considering that is reasonable for your family.

W\hat you will often find is that your children will actually enjoy themselves, the adults will feel the benefit of a little down "doing something all together" time, and you'll be fostering a habit for reading.  In the meantime, you'll also be giving your child a dose of practice (something we all need to do if we are to improve our skills whether it is in reading, exercising, riding a bike or playing a video game).

Of course, the earlier you begin this in terms of the ages of your children, the more they will value reading as a habit and valuable use of time so my advice to those of you with younger children is to start early.  Don't believe the myth that some children just won't be readers.  Every child needs to read and read strongly for information, pleasure and, yes, even escape.

If your family can only manage 15 minutes to start with, begin at that level.  The goal is for everyone to be reading something during that time.

Give Them Control

As you allow your children to make choices - sometimes assigned materials from school, but other times magazines, ebooks, Wii manuals on the latest interactive games, a novel or a "fact" (nonfiction) book -- anything as long as it is reading, you will all be gaining benefits.  If you and your family have invested in an IPOD Touch, a Kindle or a even laptop, the novelty of reading "online" might appeal to your children more than holding a traditional book.  

Especially if you haven't done this a lot in your household before and regular reading together wasn't a part of your earlier lives together, this can be a challenge to get started.  However, I assure you, with the proper approach, even those who are at first reluctant will come "on board".

Need a little jumpstart?  Maybe some of the reading is tandem (you and your young child read a book together while Dad and Junior are pouring over an article in the lates Sports Illustrated. Your example of being interested and excited is essential here:  any child will see through you if you are just biding time and not invested in the experience.  Yet, on the other hand, if you are involved and getting something out of the reading, your child will feed off that too. 

A few more ideas for this "everyone is reading" time:

1. Give your children cool, colorful post its or sticky arrows (or even colorful strips from junk mail or old funny paper panels with a dab of rubber cement on the edge - did you know that its temporary if you only put it on one paper surface?).  When they run across a word they don't know, can flag it, then skip over it, if they can get the meaning from the rest of the sentence.  Later, you can spend a few minutes exploring the definition and pronunciation of the word together. 

2.  Everyone has one "pass" to interrupt and share about something they are reading (a particularly juicy description that makes pictures in your head, reminds you of something that happened last week, or was just fall out funny.  Print a paper ticket or coupon to hand out at the beginning of the reading time if you like (click here for a template "Polar Express" train ticket).  As an extra incentive for your kids to do this, they can also earn points toward freedom from a chore for a day, a small monetary reward (a quarter or dollar), or a special trip to the ballpark with a parent.  Again, choose those rewards based on what is meaningful and desirable for YOUR kids.

3.  At the end, with five minutes to go, you can also do something teachers call, "turn and talk".  Pairing again two family members together, you "turn and talk", telling each other about the best part of what you read.  If you run over (and you just might), don't announce "time's up".  Let the conversations go on as long as they will.

Don't turn your family reading time into a quiz, drill and skill, where you are pummeling your child with questions, just to see if he or she understands what she read.  What a turn-off and they get enough of those at school.  Instead, pose questions like these in conversation so your children see that talking about books is a natural activity.  Let your child's answers and reactions lead you to the next question:

What is your phrase or word you related to most in the book you read?

Have you ever experienced the feeling those words described?

When and how?

Can you imagine what it would be like to .....

Why do you think he/she reacted that way?  How could he have reacted differently to the situation?  What would have to be different in the relationship between Willie and his dog (or family member or whomever the interaction or emotion is shared with) to change his reaction.'

So what?  What is the significance, the importance, of his reaction, interaction, response?

I am taking this from knowledge (what I call regurgitation of fact) up through Bloom's to analysis, synthesis, etc.

You and your family will be practicing higher level thinking skills without turning your home into a academic "hothouse".

Share, Share, Share

Come back to this blog after you try this experiment and post your results.  Share what you are already doing with your children in this regard and how you squeeze reading into busy lifestyles and schedules.  We'll all benefit when we learn from one another.

 

A last tidbit:  You don't have to do this "encouraging your child to be a reader" alone.  All this week,  my friends at the Reading Tub and many of their friends are blogging about reading and children in their Share A Story: Shape A Future Event.   You will also find fun giveaways. I'm going over there right now to jump in; won't you join me?

Happy Reading!

Author Showcase: The Literacy Ambassador in the Reading Tub

A Snapshot of an Author

Many of you have read in my posts about the Reading Tub. I'm honored to be in their author spotlight this month so encourage you to visit their blog as well as the author showcase page itself.

In addition to the interview with me for this month, you'll also find book lists and reviews, articles of interest to educators and teachers, archives of past authors (can you find your favorites and a few new ones?) and even learn how to be in the showcase yourself if you are a author of children's books.

Need a presenter, trainer, speaker?

Some of you may know that I travel around the country to speak to parent groups and conferences as well as conduct educator training and you won't find a stronger advocate for children and books than me.  Feel free to visit TLA's website to find topics thatmeet your needs.

Next post will be for our parents promoting reading with older students . . . stay tuned!

Focus on Early Childhood (Do You Have A Infant, Toddler or Preschooler)?

A GLIMPSE INTO THIS WEEK'S WORLD 
OF THE LITERACY AMBASSADOR

Tomorrow I'm attending a wonderful north AL institution:  the NW Alabama Childcare Conference.  I always get excited because I get to see all my friends in the early childhood world (teachers and directors) from across the northern part of our state.  And this year, we have a keynote speaker I know will be incredible:  Steven Layne.  I wish those of you who are parents could be here to hear him.

I met Steven at a conference several years ago and so applauded his message:  we need to spread a PASSION for reading!  Check out his books, Love the Baby and My Brother Dan's Delicious, now available on audio too!.  What I like most about Steven is that he isn't your typical stuffy researcher from the university environment.  He indeed has a passion that is contagious and we need that kind of epidemic.  Don't be afraid to catch this bug!

RESOURCES FOR BUSY FAMILIES 
(and teachers)

I also want to share with you parents of 3-6 year olds a new video from TLA, Inc. that teaches you how to play a game, Rhymin' Simon, with your young children.  It's drawn from my new book, Anytime Reading Readiness, and its partner for educators, Before They Read, and is a quick easy way to build early skills while having a great deal of fun. 

Rhyming is the doorway into the world of thinking about words for the sounds within them (apart from their meaning).  The ability to recognize and even generate (eventually) rhymes comes as early as age 2.5 or 3 but it starts with simply playing with the language.  As you talk daily with your child, you have given him many great tools in the language he uses; this activity and others like it are the way to effectively build on those experiences as he/she moves on the road toward getting ready to read. 

My last gifts to you: 

1) a list of books to support rhyming and other early childhood literacy skills.  Enjoy!

2) a chance to win a copy of Anytime Reading Readiness!  Just cut and paste this email address with the words ANYTIME CONTEST in the subject line and you'll automatically be entered.  Contest runs through the end of February.

Keeper of Your Children's Dreams: Celebrating Literacy is A Key

SWEET REFLECTIONS

Today's blog is a time for reflection - take a deep breath, listen carefully and you can feel that same emotion, that same pride you first felt on that first day you met your new little one. Whether you are a parent (or a grandparent or other relative), I believe every one present at the first moments of life has this great rush of dreams and love for that baby.  The start of a new life is inspiring to us all.  But sometimes the whirlwind of life, the pressures and worries, can drive that feeling away or at least bury it a bit. 

SNUGGLE AND CUDDLE TIME

Reading with your child can help you recapture that understanding that every possibility is open; every life a new chance for the world to be a better place.  I love the words from Nancy Tillman's On The Night You Were Born, "So whenever you doubt just how special you are and you wonder who loves you, how much and how far, listen for geese honking high in the sky (they're singing a song to remember you by): . . .   They take us back to those singular, life-affirming moments that are the core of our relationship with our child.

Whether you have a newborn, a toddler or a preschool child, think back to that time and those feelings and use them as motivational fuel.  One of the truest, most satisfying ways we as parents (grandparents, aunts, uncles, friends, etc.) can keep those dreams alive is by creating a rich literacy environment for that young child.

IT'S SIMPLE AND EFFECTIVE AND PAVES THE PATH TO READING

Have that feeling close to your heart?  Here's the next step (no academic hothouse).   Learning how our language works can be a natural, relationship-enriching experience for both child and family.  Sitting down for just two or three minutes can rekindle that connection we had from the very beginning and remind us of what is most important in life. Look at the outside of a book together.  See if you can guess together what it might be about.  It's that simple to begin.

A CHAT WITH TUMBLON'S GRAHAM SCHARF

I was personally reminded of just those connections when I spoke last week with Graham Scharf, father, educator, entrepenuer and co-founder of Tumblon.com, a great place for parents to find resources for understanding and nurturing their child's growth, an inspirational place to connect with the joys of parenting.

Graham and I were talking about how easy and rewarding it is to create a literacy-rich home environment for your child.  To the left you'll see he and his lovely wife with their two little "readers".  We talked about finding the most delicious books for sharing like Mem Fox's Ten Little Fingers and Ten Little Toes and The Little Red Caboose, books with my three R's of books for young children

Rhythm, 
Rhyme and
Repetition.

These kinds of books are easy to find in your local library or at the bookstore down the street or at the mall.

We also talked about how important it is for children to hear lots of conversations (not only for their language development but also for their emotional and social development).  It is so empowering to a child when they know they are loved and when several someones in their life often say that to them and show them their care with a listening ear.  My mom loved to talk with our son when he was small (here's one of my favorite pictures of them talking about a single thing, a toy squirrel)

CONSISTENCY

One of the last highlights of the conversation with Graham last week was the idea of consistency.  I don't want any parent to think that you have to be the Martha Stewart of mothers or the Mr. Rogers of dads.  I do want you to know that you are the single most important influence in your child's life and that you are the most powerful, natural teacher you child will ever have. Learning doesn't just happen at school.  Think about what you have already taught your child to do (sit up, make raspberries with their lips, walk, talk, hug, empathize).

If you don't read with your children now, just try doing it once a week to begin with.  Set aside a few minutes before you tuck your child in for a quick read.  Remember, at this age, it doesn't have to be more than 2-3 minutes long.  You have time for that; it's less than a coffeebreak and you know (when you think back to those early emotions) that your child is worth the effort to give that little bit of time wholeheartedly to him.

Once you begin to enjoy the story with your child (no correcting and directing), you'll want to add more reading times and you'll be motivated to carve out those times because you see how much it means to your child and to you.  Reading aloud with your child is also a "destressor " for you both when you simply enjoy it together rather than making it an academic exercise.

BUILD ON POSITIVE EXPERIENCES AND GROW THE HABIT

Once you've broken the ice with the routine, try adding just one more night - go for a few weeks at that level and don't beat yourself up if you miss one as you are setting the new habit.  Stay on target and try again.   If you read twice a week, aim for three times (researchers tell us that at least three times a week is the minimum we eventually need to make a consistent impact). 

READY FOR MORE?

Listen to more tips and ideas from the conversation between Graham and me at his podcast of the event on Tumblon.com.  You can also learn more about the power of conversation, reading with your child and playing with the language through my new book, Anytime Reading Readiness, available now through Maupin House Publishing.

Webinar - Just Right Books - Sponsored by Mygiftedgirl.com

This blog serves as a follow-up and a place to share extra resources after the webinar held the evening of October 29, 2009.  It was hosted by Mygiftedgirl.com's founder Audrey Borden, and presented by literacy expert, Cathy Puett Miller. Although the focus of this webinar was gifted children, many of the resources here will also be terrific for all families, with children of all ages so read on and see what you can find that works for your child.

Selecting books for any child, but especially those who may read several months or years above children the same age, is a challenge. Remember to:

Let your child be part of the process and help them find time to read.

Look for books that tap into your child's passion and interests (don't forget nonfiction like books listed on the I.N.K. database (a free resource). Visit I.N.K.'s blog for a special (and very timely) article on What Does Age Appropriate Mean Anyway?

Rely on experts like media specialists, librarians and family-friendly resources like The Reading Tub to help you find great books for your child.

Send the message to your child, "You can read ANYTHING". Of course, if you have materials inappropriate for the social and emotional age of your child, my advice is to keep it in a place your child has no access to. Save leveled reading for "required reading from school" and classroom instruction.

Help your child learn to cope with the limitations and restrictions he or she may feel from school by encouraging a passion for learning and a love of reading at home. Give your child positive reading experiences in a wide variety of circumstances, but never overwhelm your child with more "academic" work.  The best learning, at home or school, happens when the activity is integrated and interwoven into a child's nature experiences.  Remember that you are the commercial for reading and that motivation is an important indirect component.

Remember your child is a whole person.  He or she very well may be socially and emotionally closer to their chronological age, even if academically or in special areas, they are much advanced.  Celebrate your child's age where they are and help him or her find the balance between stimulation and

age-appropriate development.  Talk with early childhood and childhood experts to learn what is "normal" for your child.

LET'S FIND THE JUST RIGHT BOOK TOGETHER


I believe there is a book for every child.  If you have a child that isn't excited about reading, maybe it's just that he or she hasn't found the book to "turn him on".  Commit yourself to helping her find that book (the journey and the search will be almost as much fun as finding it when you do it together).

Here are great books for your child to read on his/her own or with you (based on average grade level reading). If your child reads above or below grade level, adjust accordingly. I purposefully listed books under the 9-12 year area that are "safe" content for younger children.


Ages 4-8
On the Night You Were Born by Nancy Tillman
Oops by Arthur Geisert - a wordless book with a great story YOU can tell
The Let's Get Ready Series
Bear Snores On by Karma Wilson (and the rest of the "Bear" series
Morris and Boris by Bernard Wiseman
Dewey: There's A Cat in the Library by Vicki Myrion
Dandelions by Eve Bunting
Special Goin’ Someplace by Patricia McKissack
Help, I’m A Prisoner in the Library! By Eth Clifford
Big Words for Little People by Jamie Lee Curtis
The True Story of the Three Little Pigs by Jon Sieszka
The Van Gogh Café by Cynthia Rylant
Time Warp Trio Series by Jon Sieszka
When Jesse Came Across the Sea by Ann Hest
Baa-Choo by Sarah Weeks
Saving Lilly by Peg Kehret
Our Library by Eve Bunting
White Star: A Dog on the Titanic by Marty Crisp

Ages 9-12
Marie Curie by Vicki Cobb
Breadwinner by Deborah Ellis
The Number Devil by Hans Mangus Enzensberge
In English, of Course by Josephine Nobisso
The Phantom Tollbooth by Norman Juster
Over the Wall (and the Desperado Who Saved Baseball) by John H. Ritter
Poppy by Avi
Sadako and the 1000 Paper Cranes by Eleanor Coerr
Be A Perfect Person in Three Days by Stephen Manes
What Darwin Saw: The Journey That Changed The World by Rosalyn Schanzer
Adventures & Challenges: Real Life Stories by Girls & Young Women by Suzanne Beam
Al Capone Does My Shirts by Gennifer Choldenko
Fever 1793
The Incredible Journey by Sheila Burnford
The Last Book in the Universe by Rodman Philbrick
The Tale of Despereaux: Being A Story of A Mouse, A Princess, Some Soup and A Spool of Thread by Kate DeCamillo
The Trumpet of the Swan by E. B. White (author of Charlotte's Web)
Hachet by Gary Paulson
The Eye, The Ear and the Arm by Nancy Farmer
Stargirl by Jerry Spinelli,
Millicent Min, Girl Geniuis by Lisa Yee
January's Sparrow (a picture book but high level content) - by Patricia Polacco

Ages 13-15
Adventures and Challenges: Real Life Stories by Girls and Young Women by Frances A. Karnes and Suzanne M. Bean
Love, Stargirl by Jerry Spinelli
Hoot by Carl Hiaasen
The Lives of Christopher Chant by Diane Wynne Jones
To Kill a Mockingbird by Harper Lee
Waiting for Normal by Leslie Conner
The Island of the Blessed by Nancy Farmer
A Girl of the Limberlost by Gene Straton Porter

Ages 16-18
Catching Fire by Suzanne Collins
The Boy Who Dared by Susan Campbell Bartoletti
The Gifted Kids's Survival Guide: A Teen Handbook by Judy Galbraith
Hercule Poirot series by Agatha Christy
Bog Child by Siobhan Dowd
I, Robot by Isaac Asimov
All Things Bright and Beautiful by James Herriot
A Brief History of Time by Stephen Hawking
Fahrenheit 451 by Ray Bradbury
More Than A Test Score by Dr. Robert Schultz
Three Cups of Tea by Greg Mortenson

Links to help families of gifted children

Parents' Books

Some of My Best Friends Are Books: A guide for parents of preschool through high school gifted children.

When Gifted Kids Don't have All the Answers



Online Resources for Parents


An extensive booklist for families from Duke University's TIP program website.

Dr. Katherine Bolman's Art and Architecture website with photographs and information to explore.

National Association for Gifted Children

Dr. Linda Silverman's resources on Gifted Development.

Article on the balance between structure of school and freedom of home – reading for points, leveled readers, etc. – by the way, be an advocate for your child.

Info on the Javits Grant and a way to contact your representative or senator about this important issue



Want to get gifted kids involved in an incredible, creative project involving people from all over the world? Check out The Dream Rocket.

A special offer just for you . . .
purchase any of Cathy Puett Miller's books (see below for availability), send a copy of your receipt/confirmation for that order to tla@readingisforeveryone.org , and you'll receive a free customized 10-title book list for your gifted child.  Requests must be received by December 31, 2009 to qualify.  Book purchases which qualify are:


Powerful Picture Books: 180 Ideas for Promoting Content Learning (an annotated list of over 180 picture books all that connect to content area (subject matter) learning.  In eBook format, this title is an excellent resource for parents, librarians and teachers.  Available through  Inspiring Teachers. 


Anytime Reading Readiness:  Fun and Easy Family Activities That Prepare Your Child to Read 
for parents of 2-5 year old children.


Before They Read:  Teaching Language and Literacy Development through Conversations, Interactive Read Alouds and Listening Games - a must-have pick up resource for preschool and kindergarten teachers.

SPECIAL REQUEST:

What questions do you have about reading (and writing) and gifted children?  Post them here or on MyGiftedGirl's forum and we'll be happy to respond to as many as we are able.


"What we teach children to love and desire will ALWAYS outweigh what we teach them to do."  Jim Trelease, author of The Read Aloud Handbook