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Effective Reading and Spelling program for Dyslexia Multisensory Reading Clinic Dyslexia Therapeutic Tutoring, Ruth Tougas, Effective Literacy Instruction for dyslexia, Dyslexia Reading success, Success Reading instruction for dyslexia Orton Gillingham -Multisensory Reading Clinic

The Importance of the Early Years:

The Process of Learning to Read From Birth to Four Years Old

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What does my child need to know to be ready to read and what can I do to help him at home?

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Birth to Three-Year-Old Accomplishments

  • Recognizes specific books by the cover.

  • Pretends to read books.

  • Understands that books are handled in particular ways.

  • Enters into a book-sharing routine with primary caregivers.

  • Vocalization play in the crib gives way to enjoyment,   nonsense wordplay, etc.

  •  Labels objects in books.

  • Comments on characters in books.

  • Looks at the picture in a book and realizes it is a symbol for a real object.

  • Listens to stories.

  • Requests/commands adults to read or write.

  • May begin attending to specific print such as letters in names.

  • Uses increasingly purposive scribbling.

  • Occasionally seems to distinguish between drawing and writing.

  • Produces some letter-like forms and scribbles with some features of English writing.

 

Three- to Four-Year-Old Accomplishments

  • Knows that alphabet letters are a special category of visual graphics that can be individually named.

  • Recognizes local environmental print.

  • Knows that it is the print that is read in stories.

  • Understands that different text forms are used for different functions of print (e.g., list for groceries).

  • Pays attention to separable and repeating sounds in language (e.g., Peter, Peter, Pumpkin Eater, Peter Eater).

  • Uses new vocabulary and grammatical constructions in own speech.

  • Understands and follows oral directions.

  •  Is sensitive to some sequences of events in stories.

  • Shows an interest in books and reading.

  • When being read a story, connects information and events to life experiences.

  • Questions and comments demonstrate understanding of the literal meaning of the story being told.

  • Displays reading and writing attempts, calling attention to self: "Look at my story."

  • Can identify 10 alphabet letters, especially those from his own name.

  • "Writes" (scribbles) message as part of playful activity.

  • May begin to attend to beginning or rhyming sounds in salient words

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Source: Preventing Reading Difficulties in Young Children, report of the National Research Council Table 2.1 Accomplishments in Reading

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to be continued...

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 Your decision today is your CHILD'S tomorrow!

Multisensory Reading Clinic Dyslexia Therapeutic Tutoring Service Learning Center 100% Success rate Learning to read, Ruth Tougas, Orton-Gillingham Tutor, Reading Specialist, Literacy Specialist, Montreal, Laval Quebec

Multisensory Reading Clinic Dyslexia Therapeutic Tutoring     www.multisensoryreadingclinic.com     Orton-Gillingham Instruction

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