1. Learning to Read How do children learn to read?
How can we as parents and carers support the process?

2. Attitudes to reading
“I’ve had a hard day and now she expects me to work at this.”
“This doesn’t look exciting enough to make me want to decode it.”
“I wish I’d stayed at home
and watched TV.”
“You read it to me.”

3. Word recognition and graphic knowledge
Grammatical
knowledge
Phonic knowledge
(sounds and spelling)
TEXT
Knowledge of context
Word recognition and graphic knowledge

4. Language
comprehension
processes
Good
Word
recognition
process
Poor
Word
recognition
process
Good
Language
comprehension
processes
Poor

5. Phonics is not enough
Once
Sea/see
Saw
(Hence ‘tricky words’)

6. Reading: contextual clues
The bandage was wound around the wound
The wind was too strong to wind the sail
I spent last evening evening out
a pile of dirt
The Reading Reading Centre

7. Backwards reading: What happens when we read?
Finger pointing
Hesitancy
Re-reading of words
Sounding out of letters
Sentences not fitting onto one line – hard to follow sense from one line to another
Reversal of letters/words

8. Stages in Developing Phonological awareness
Developing listening skills
Awareness of rhyme
Sentence segmentation
Syllable segmentation
Rime and analogy
Alliteration and onset
Awareness of the position of vowel sounds
Phoneme segmentation and deletion

9. Phun with phonemes Segmentation: sounds in pot?
Deletion: take h from hat
Matching: do fan and fist start with the same sound?
Counting: how many sounds in cake?
Substitution: change h in hat to s
Blending: put b-e-d together
Rhyming: how many words rhyme with eat?

10. To summarise….
Share books – not just school reading books – as often as possible
Play rhyming games to support phonic training/auditory awareness
Ban the schwa! (
If your child doesn’t want to read
to you, read to him/her
Avoid showing anxiety
Talk around the text –
reading for meaning
Keep it fun