What follows is a list of some strategies you can use to help your struggling reader, or even to "polish" the skills of your independent reader!
Pre-reading strategies
• KWL Chart
KWL stands for KNOW, WANT TO LEARN, and LEARNED. On a piece of paper, whatever size you choose, make three columns. K, W, and L go at the top of each column. Before you begin reading, fill in the "KNOW" section with the facts that you already know about what you are about to read, or have read. Fill in the "W" section with facts you want to learn about the story, or informative text topic. After reading, fill out the "L" section with the facts that you have learned, after reading. This activity will help with comprehension, and recognizing that we read with a purpose in mind.
• Discussion / Predictions
Without using a chart, discuss and make predictions on what you are about to read. Write them down if you desire. Enjoy this time, thinking of every possibility when questioning what you are about to read.
During-reading strategies
• Say Something
The say something strategy is very straightforward. Pair up (2 or more) with your child and as you read, stop periodically to "say something!" Set a timer, or mark every few pages or paragraphs. Stop every time you reach that mark, and say something! What should you say? You can predict, ask a question, make a simple comment on something you liked or disliked, connect it to a real-life occurrence, find the meaning of an unknown word, or summarize or clarify what just happened in the text.
• Post-it notes
Sticky notes are a great tool for readers! As you read, you can make notes on post-its, stuck into your book, on things you want to discuss. Similar to the "Say Something" strategy, except this would be without stopping reading, instead making notes to discuss later upon completion of the reading.
After-reading strategies
• Retelling
Upon completion of reading the text, retell the story!
• Somebody Wanted But So
This strategy works especially well for readers who have trouble recalling the plot line of a story. On a sheet of paper, create four columns with each word "Somebody Wanted But So" at the top of each column. In the "somebody" section, write the main character's name. In the "wanted" section, write what that character's goal was in the story. In the "but" section, write what happened at the climax, typically, when something got in the way of that character's goal. Finally, in the "so" section, write what ended up happening at the close of the story, in relation to the character's original goal. Often, you can repeat this strategy with a secondary character from the story.
Vocabulary strategies
• Word Collection
Pretty self-explanatory. Make collections of words on notecards, on a chart, in a notebook, etc. Choose words that are either interesting, hard, or simply because you enjoy the use of the word within the text! Take time to discuss each word, the root and meaning of the word, etc.
• Using context as clue
When helping your child figure out the meaning of a word, be sure to always point out the context the word is used in, and question your child towards making educated guesses as to what the word means.
Fluency strategies
• Echo reading
Echo reading is just as it sounds. A parent reads a sentence, and the child repeats. The key to assisting your child in fluency skills, will be read fluently, and encourage your child to repeat with the same intonations and speed.
• Reread texts
By simply rereading texts fairly often, your child will become more familiar with the texts, and will therefore be able to focus more on fluency, rather than the word recognition, vocabulary, etc, which has become automatic for him/her after many repeated readings.
• Read Aloud to your child
As you read out loud to your child, he/she will be hearing the sound of fluent reading, much the same as we speak. By repeatedly hearing the same texts, he/she will be able to more easily read these texts independently with fluency. It is important that you read with expression.
Word Recognition strategies
• Word wall
Create a word wall with your child. On a large sheet of paper posted in a place your child will frequent, write words! You can write words that your child has trouble with, frequently used words, or words of interest. Create games when reading these words each day. Rehearse them, discuss them, award your child for mastering difficult words.
• Prefixes, suffixes, root words, and high-frequency words
On a word wall, or elsewhere, be continually discussing words! Look at the prefixes, suffixes, and roots of words, noting other words that share the same parts, the meaning of each part, etc. Practice high-frequency words frequently! These are words that we read many times, they are everywhere!
This is simply a summary of a few suggestions for ways to help your child with his/her reading skills. If you have questions about the posted suggestions, or need a new suggestion for a certain skill, please be sure to comment and ask for help! There are many many more strategies available, tried and true!
Thank you!
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