Settling for average is not an option; always strive to learn all you can and be the best you can attaining knowledge with maximum determination. Such is the piece of advice that all parents should give to their children who are aspiring to read with fluency. Besides the piece of advice, parents should practically assist their children in not settling for an average reading. Parental involvement in children reading can be achieved by establishing family reading schedules. There are various ways through which parents can use these family reading programs to help their children develop fluent reading.
During the family readings, parents should encourage children to spell and develop phonological awareness as the first thing. There is a close relationship between spelling and reading based on the definitions of both. Reading is decoding written language while writing is encoding or generating a written language (O'Sullivan and Ann, 14). From the definitions, it is clear that when children are learning to spell, they acquire the sound-letter relationships. If children improve on spelling words, their reading ability consequently improves, and fluency is achieved. Parents should understand that a great spelling proficiency promotes making of sense when reading words. One technique that parents should use to improve spelling proficiency among children is the cover-compare method (Johnson, 11-13). In this technique, children can be made to point to the words and then repeat the words they pointed. After that, those words should be covered, and then printed, compared with the correct model, and the mistakes corrected.
On the other hand, developing phonological awareness is the ability to register, practice, and categorize the sounds of a language at a pre-conscious level (O'Sullivan and Ann, 14). Phonological awareness and reading are closely related in that a child or any learner can only pronounce words after he or she can know the letter sounds. Parents should teach their kids to develop phonological awareness. Parents should encourage their children to spell phonetically because it helps them analyze the sounds they hear in words and come up with ways of presenting these words.
Besides encouraging their children to spell and develop phonological awareness, parents can help their children acquire fluency in reading by listening while they read aloud and make them practice repeated reading. Listening to children while they read can help detect oral mistakes. The identified errors can be corrected by offering constant assistance, and eventually, children whose oral mistakes have been rectified most likely become fluent readers (Norris, 27). On the other hand, parents can use repeated reading to promote their childrens reading fluency by making these children read a single article over and over until mastery. This method is very effective in enhancing fluent reading among children. However, as compared to the listening while reading method, repeated reading can promote boredom and end up not achieving its intended purpose (Norris, 27).
Reading to their kids is another way that parents can help their children develop fluent reading. Reading aloud to kids or using audiobooks advances their literacy skills because children are exposed to rich vocabularies which can positively impact their language, intelligence, and eventually literacy achievement. Parents should make it a daily routine to read aloud to their children for at least 20-30 minutes (Mink, 33-35). Reading aloud to kids should be followed by a brief discussion with the kids because such a session enables them to think critically about what was read to them. Besides promoting the childrens vocabulary base, reading aloud causes children to view their parents as their model of fluent reading and learn the pitch pattern of the language they are reading (Mink, 33-35).
As parents have seen from the article, they should also not settle for an average in their childrens reading. Parents should use the outlined ways to help their children develop fluent reading. As their childrens first teachers and role models, they should strive to ensure that they assist them to develop fluency in reading by being very determined in this venture. By doing so, they would discourage mediocre reading in their children because these kids will start reading with ease and fluency.
Johnson, Mandi M. "The Relationship between Spelling Ability and Reading Fluency and Comprehension in Elementary Students." (2013).
Mink, Deborah V. Strategies for Building Fluency. Shell Education, 2009. Print.
Norris, Katherine E. L. Studying the Effects of Increased Volume of On-Level, Self-Selected Reading on Ninth Graders' Fluency, Comprehension, and Motivation. , 2008. Print.
O'Sullivan, Olivia, and Anne Thomas.Understanding Spelling. London: Routledge, 2007. Internet resource.
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