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

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

Birth to Three Year-Old Accomplishments

  • Recognizes specific books by 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 crib gives way to enjoyment,   nonsense word play, etc.

  •  Labels objects in books.

  • Comments on characters in books.

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

  • Listens to stories.

  • Requests/commands adult 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 literal meaning of story being told.

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

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

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

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

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

to be continued...

 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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