Parents: What does an Informal Reading Assessment Look Like?
Parents, you play a key role in the development of your child’s vocabulary knowledge that will contribute to their success as a reader!
Here is the LANGUAGE PROCESSING- MENU OF SKILLS:
*word attack/word recognition
*vocabulary and language development
Word attack/word recognition is an important KEY to reading success. This is a child’s ability to pull words apart and apply our language “expectations” or rules for letter/sounds, letter teams and clusters, and prefixes and suffixes. This is called word attack. Many of our language ‘expectations’ or rules DO NOT PLAY FAIR BY THE RULES. This requires that such words are ‘instantly’ recognized and are most commonly referred to as “sight words.”
Vocabulary and Language Development is the knowledge of words. This is critical to understanding what we read. What contributes to building a large base of words?
*exposure to a variety of people, experiences, and cultures. PARENTS share your child’s family and cultural history and expose them to others. Visit museums and participate in community activities!
*conversation—PARENTS, engage your child in family conversations and events and don’t forget to let them speak. Encourage your child to ask appropriate questions. Through conversation and listening, your child is exposed to the structure of language. Language is first learned ‘auditorily.’
*read books and other materials with your child. PARENTS, start from birth. Our listening comprehension is greater than our reading comprehension so don’t be afraid to read appropriate materials to your child that they can’t yet read for themselves!
Fluency is often misunderstood. If you can word call at a fast ‘speed’ it is assumed that you are a successful reader. NOT SO! Reading real fast often causes us not to understand or remember what we have read! We all ‘word call’/read at our own rate or pace. The key is to establish the ‘fluency rate’ that allows a child to word call without constantly having to stop and spend long intervals decoding and word attack. Just as too many starts and stops in a car will harm the engine, too many starts and stops when reading, interferes with a child’s comprehension and understanding of what they read! PARENTS, reading is not a race and successful readers are not created through ‘speed!’
Comprehension is the ultimate PRIZE TO READING. We read to gain knowledge/understanding and apply this knowledge. We read for enjoyment and information. Concept imagery is another key to comprehension. This is the ability to create images on our mind’s screen from the words we see in text. Comprehension is the ability to sequence what we read. What was first, then what came next, and so forth until the end. PARENTS think about it—ask your child to tell you what happened in a favorite movie of theirs. Chances are they have few problems starting with the beginning, then telling the middle, and then the end of the movie. BUT, what happens when you ask about a story they read? Many times they can’t remember or relay the same sequences! Good reading comprehension relies upon good word attack/recognition skills, an expanded vocabulary base and understanding of language structure, and lastly, a comfortable fluency rate, AND the ability to image words, sentences, and paragraphs.
Resources: www.lblp.com Lindamood-Bell Learning Process®