Getting Ready to Read

Clap the syllables in a word, so kids can hear how many syllables it contains. Words like bi-cy-cle and el-e-phant engage a child’s attention.

Try alliteration with 3- or 4-year-olds, such as “Peter Piper picked a peck of pickled peppers” – calling their attention to the /p/ sound at the beginning of the word (whether to identify the letter as /p/ depends on the child’s readiness).

Ask your child to retell a story you have read to develop oral language comprehension; or use a puppet to demonstrate. If your child has difficulty with words out of context or multiple meanings (i.e. confuses a “letter” of the alphabet with a “letter” that’s mailed), explain the difference.

Demonstrate abstract words such as prepositions: “Let’s put Danny’s shoe under the table, next to the table, then on the table.”

Build your child’s background knowledge: To understand a story about the zoo, it helps to have been there, or to have seen a zoo on TV.

Children that learn to talk late are at a disadvantage. Give them the chance to express themselves; talking with a puppet may help.

Learning to read requires knowledge of vocabulary and verbal reasoning abilities. Ask your child to explain things such as why it gets cold at night.