Category Archives: methods of teaching reading

First, commit to working with your child every day for many months or even years.  He will not become an eager reader without your help, or the help of a dedicated tutor who works with him several times a week.

Next, find reading material that your child enjoys.  Boys—and most reluctant readers are boys—prefer nonfiction—how an engine works, for example, or how to build a bird house, or sports stories.  Nonfiction offers certain pluses:  illustrations (photos, charts, and diagrams), subheadings, a separate introduction, and maybe a summary.  Tempt your child with a skateboard magazine or a comic book or graphic novels.  Find online sites too.  Then:

• Build on past success.  Ask your child to reread material he has mastered, but which he couldn’t read a short time ago.  Remind him of his gains.

• Introduce new reading material which you suspect your child can read with 90% success.  Increase the difficulty level in tiny, tiny increments so the child has a growing feeling of success, not failure.

• If a child stumbles through a sentence, focusing on individual words and not on the sentence, repeat the sentence for him with fluency, so he knows what the sentence means.

• Stop the child after a passage and ask what it means.  Don’t let him move on until he knows the meaning of what he has already read.

• Take turns reading.  You read one page; he reads one page.  Or for older students, you read one paragraph; he reads one paragraph.

• Let him read to you without distractions.  No TV calling from another room.  No cell phone in your hand, or tablet in your lap.  No brother on a video game in another room.  Give him your undivided attention.

• Read to your child—maybe at bedtime?—without any expectation that he will join in.  Let him enjoy reading as pure entertainment.

• If he has only one reading strategy—such as guessing at a word—model other strategies.

• Cover part of the word to show a part he can read.  Reveal more of the word.

• Point out prefixes and suffixes, and cover them so the child can see the basic word unit.

• Ask him to read a sentence leaving out a difficult word.  Together discuss what that word might mean.

• Ask him if a word looks like any other word he knows.  Talk about word families or rhyming words which often sound the same.

• If the child’s attention span is short, have more reading sessions but limit their time, and use a timer so the child can monitor how long the reading session will go on.

• Praise his efforts.  Point out successes like
  • Knowing a word he missed in the past.
  • Sounding out a word.
  • Pronouncing a word using correct syllable breaks.
  • Putting inflection into his reading.

• Talk to your child’s teacher.  She might know appropriate reading materials to recommend.  She can keep you abreast of reading skills the class is working on so you can work on them at home.  She will carefully watch your child for reading problems or successes if she knows you are working with him too.

My son was a reluctant reader, way behind at the end of first grade.  I consulted an expert and followed his advice.  I worked with my son for at least a half hour every day over summer vacation, asking him to read lists of words (for phonics) and easy reading books (for comprehension).  He hated it.  Every session was a struggle.  Yet he started second grade reading on grade level and was an eager reader after that.  By sixth grade he was devouring a chapter book a week, anticipating the publication dates of books in series he enjoyed.

The sooner you can intervene with a reluctant reader, the more likely you are of success.  Analyze your kindergartener’s or first grader’s reading habits.  If he is a reluctant reader, commit yourself to working with him now, before he becomes discouraged or evasive.  –Mrs. K