Learn to read at last
Few skills are more closely linked to starting school than reading. And even though school teaches numerous other skills, reading is one of the most central and important. Those who can read can obtain and access information, find their way around unfamiliar places and actively participate in society.
Reading paves the way for learning many other things. And last but not least: Those who can read are able to discover the huge world of stories in books on their own. No wonder, then, that reading is associated with many expectations on the part of children and parents - and perhaps also fears. What can we expect? What if the child struggles with this fundamental skill, if they don't enjoy it, if they can't crack the reading code for a long time?
Learning to read is a long process
First of all, although the family plays an important role in the process of learning to read, you can safely leave the methodology to the school. Many precursor skills are already practised in kindergarten, for example recognising writing and numbers, reading pictures and symbols, learning rhymes and other language games that promote sound recognition. This is continued at school.
Children's curiosity about learning to read usually comes automatically.
Learning to read is a long process that is not completed in a few weeks. Curriculum 21 stipulates that girls and boys should be able to read short sentences by the end of year two. And after that, reading fluency and reading comprehension as well as the reading of non-fiction and literary texts are practised over many school years. So there is no need to rush.
The range is naturally wide: some children are interested in reading from an early age and teach themselves out of their own motivation. Other children make rapid progress when they start lessons. For others, it takes much longer until the big moment arrives and they can not only decipher individual letters, but also put them together to form words. Pressure only has a counterproductive effect here. Don't worry: as with so many other developmental tasks, it helps to trust that sometimes it just takes time.
Motivate and set an example
No matter what pace your child is travelling at, your most important task as a family carer is to support them in the strenuous and challenging task of learning to read by providing them with motivation.
But how do you do that? By talking to your child in everyday family life and using language with joy. The language that is closest to you, even if this is not the language of school: Your family language.
What a wonderful world opens up when reading, when letters become words, words become sentences and these become stories.
Verses, rhymes and songs help to play creatively with language, but family conversations also expand your child's vocabulary. Talk to your child about what interests them, what they experience on a daily basis and also what you do. In this way, your child will learn how language can be used in different situations.
Parents can trust this: Children's curiosity about learning to read usually comes automatically. Children are constantly surrounded by writing. They see lettering on signs and in shops, in books and in the media.
The adults around the child encourage this curiosity if they are reading role models themselves. Whether you are googling a recipe or the opening times of the zoo, leafing through a magazine, skimming a short message or browsing through a novel, you are showing your child what reading is good for in our society.
Find and enjoy reading material
Beyond everyday situations, there are of course opportunities to encourage an interest in reading with the help of books. Thanks to school or community libraries, a large selection of non-fiction media, audio books and books for reading to yourself and reading aloud are available everywhere. When visiting a library, you should not dictate which medium is borrowed.
Your child can be guided entirely by their interests. There is no right or wrong, no good or bad: whatever arouses curiosity can be borrowed - this allows reading preferences to develop and access to reading is fun and not adult-led.
- A rich everyday language is an important foundation for learning to read. Speak to your child in the language in which you feel most confident.
- Reading takes time and is exhausting. It is important that your child does not lose heart and is praised for his or her progress.
- Read to your child regularly. This will keep their enjoyment of stories high.
- Children orientate themselves towards role models. Show your child that reading plays a role in your everyday life.
- Stories about favourite characters and themes encourage reading motivation. Support your child in finding suitable books, comics and magazines.
- Talk to your child about their reading material. Talking about it is fun and motivates your child to continue reading.
- People who use digital media also read. Choose applications with your child that invite them to read and be creative.
- Discover your local library with your child. It is an attractive leisure centre and offers many activities for children.
Even if your child has taken the first steps in learning to read, you can provide relief, for example by taking turns reading aloud: first you read a page, then the child reads a sentence. In any case, reading aloud is a gift at any age. How wonderful when the stress of deciphering is removed for once and the child and those closest to them can experience a relaxed moment and immerse themselves completely in a story.
At the same time, they develop their vocabulary and hear linguistic structures, which in turn help them to learn to read. So make sure you continue to enjoy reading aloud and show your child that being able to read for themselves is not a departure from familiar, safe listening, but an addition to it.
What a wonderful world opens up here when the symbols suddenly make sense, when letters become words, words become sentences and these become stories! Look forward to accompanying your child as they take their first steps into this world.
