Is your child having trouble focusing during his or her reading lesson? Here are some tips.
Establish a routine for the lessons, so the child knows what to expect. Be consistent with time and place. Try working on the hardest thing first, such as reading lists of phonics words. Try ending with a game—something fun but related to the work you are doing. The younger the child, the more important it is to segment lessons into predictable parts. If possible, identify all parts of the lesson before you begin so the child has an overview of what he will be working on.
If the child is distracted by sounds, while you work run a low, constant sound in the background—perhaps one of those baby sound machines of a heartbeat or of ocean waves. Or run the dishwasher or a hair dryer.
If the child is distracted by sights, create a bland space to work in—soft colors, no patterned draperies, no posters. If there is a window, close the blinds or pull the shades to limit distractions. Keep the surface of the child’s desk or table clear.
Consider whether the child will have trouble putting down electronic equipment. If so, save that part of the lesson to the end.
Model the behavior you want from your child. If he is to read a paragraph, then you read a paragraph. If he is to read a column of words, you read a column of words.
Before your lesson, encourage the child to have physical exercise—to run outside, to take a walk with you, or to bicycle, for example. The exercise will bring oxygen to the child’s brain and it will get rid of the “willies.”
Allow the child time to consider an answer to a question. If she seems to be having trouble, ask her to think out loud. Perhaps give her hints, but let her struggle a bit to find the answer.
Allow the child to have a say in the “rules” of your lessons. If he wants a five minute break every ten minutes, allow it so long as he pays attention during the lesson. If he wants to stand on the chair or twist like a pretzel while he is reading, allow it so long as he is doing the work. Kids with sensory integration issues need this leeway to hang in there. Compromise so that you can achieve what you need to during each lesson and so that he feels like he is being heard and respected.
Before one part of the lesson ends, tell the child what will happen next. Let the child mentally prepare for what comes next. Let the only surprises be good surprises.
Let the child wear comfortable clothes and work on a comfortable chair. Put a box or a pile of books in front of the chair so the child has a place to rest her feet.
When you talk to the child, wait until she is looking at you, until you have her complete attention. Use small, easy to follow sentences. Put one idea in each sentence. If directions are three steps, say one step, allow the student to follow it, and then say the second step. For some children too much incoming information is distracting.
Try to find game-like ways to teach. Children will be more cooperative if they think they are playing a game.