Reading: Helping Older Children Learn To Read

Author: Catherine Wade Diede

A study entitled the National Assessment of Educational Progress showed the average reading score for a 15-year-old student has fallen since 1992. According to the National Institute for Literacy, 34.1% of applicants tested by respondent firms lacked the basic reading skills necessary to perform the jobs they sought in 2000.

These problems begin in childhood and can plague an individual into adulthood, but what can parents, of older children and teens, do to make certain that their children do not fall into these statistics when most reading recommendations apply only to younger students and preschoolers?

In reality, many of the same techniques that help young children learn to read can be adapted to help older readers improve their skills. Simple concepts such as phonics and context cues can greatly affect the way a child approaches reading.

"Teach children reading strategies," suggests Roxana Uttermark, M.S., Ed.S., a school psychologist with the North Central Special Education Cooperative in Aberdeen, South Dakota. "If they can acquire the tools to help them decode the words, reading and understanding the content can be much easier."

Phonics

Exploring and building phonics skills gives children an effective tool to help them identify and decode new words.

To help a child learn through phonics, make a tape recording of the material to be read. By reading along with the tape or an adult, the child gains understanding of the sounds that letters make.
Slowly go through each letter sound, putting single letter sounds together to make whole words.

Context Cues

It is important to teach children how to derive the meaning of new, unfamiliar words. One way to do this is by using surrounding text, also known as context cues. For example, if the student is unfamiliar with the word "immaculate", he or she could infer the meaning from the sentence, such as, "Bob cleaned his room until it was immaculate." or "The doctor's office should be immaculate so germs do not spread."

Sight Vocabulary

Sight vocabulary is made up of words that a child can read automatically, without sounding them out or using other strategies to decode. In advancing in school, a child should increase sight vocabulary at each grade level. A child's sight vocabulary is lacking unless he or she can correctly pronounce 95 percent of the words in a book or textbook at grade level. The following tips can help increase a child's sight vocabulary at any age:

Have the child read as widely as possible on a lower instructional level that his or her grade-level. Building a foundation of the basics makes it easier to teach higher grade-level words and concepts.
Have the child start a card file of new words. Write the word in its proper context in a simple sentence that he or she understands.
Break down a method for learning a new word:
1. Look at the word.
2. See if any part of it looks like a word you already know.
3. How does it begin? How does it end?
4. Read the other words in the line and see what you think it should be.
5. Listen for the word when others speak.

Reading Comprehension

Uttermark suggests the following strategies to build comprehension of reading material. If worksheets or review questions are not available for the material, parents and teachers should provide them.

RARE

R - Review each questions found at the end of the passage.
A - Answer all questions already known.
R - Read the selection.
E - Express answers to the meaning questions which students were unable to answer initially.

RAP

R - Read a paragraph.
A - Ask yourself, "What was the main idea and at least two details in the paragraph?"
P - Put the main idea and the details in your own words.

Modifications for Reading

Frustration can halt the learning process altogether. To help minimize this, the following strategies can be used at home and at school to help the student move at his or her own pace.

Outline reading material in advance for the child using words and phrases on his or her reading level.
Read textbook chapters to the child first, then have him or her read the chapter alone.
Have the child outline, underline, or highlight important points in reading material.
Use lower grade level tests an alternative reading material when possible.
Make a list of main points from the child's reading material, written on his or her reading level.

Some General Strategies

Build on the child's background of experience and interests as much as possible. For example, if the child is interested in animals, have the child read about bears. If the family is going on vacation to Yellowstone National Park, read about the attractions and activities there.
Reading material need not always be textbooks and schoolwork. Encourage reading for enjoyment from books, magazines and newspapers.
Several short sessions of study are more effective than long, drawn-out sessions during which the child loses interest and can become frustrated.
Work with your school. If necessary, a comprehensive educational evaluation can help pin-point the child's strengths and weaknesses and help in educational planning.

Working together, parents and teachers can help older children build and master reading skills. Keep reading fun and the child may gain the skills to make a lifelong avid reader.