Responding to Errors in Reading
Based on the way most of us were taught to read, we have told the child to “sound it out” when he comes to an unknown word. While phonics is an important part of reading, reading for meaning is the primary goal. To produce independent readers who monitor and correct themselves as they read, the following prompts are recommended before saying “sound it out”.
- Give your child wait time of 5 to 10 seconds. See what he attempts to do to help himself.
- “What would make sense there?”
- “What do you think that word could be?”
- “Use the picture to help you figure our what it could be.”
- “Skip over it and read to the end of the sentence (or paragraph.)”
- “Go back to the beginning and try again.”
- “Put in a word that would make sense there.”
- “Look at how the word begins. Start it out and keep reading.” Tell your child the word.
Most important, focus on what your child is doing well and attempting to do. Remain loving and supportive. When your child is having difficulty and trying to work out the trouble spots, comments such as the following are suggested:
- “I like the way you looked at the picture to help yourself.”
- “Good for you. I like the way you tried to work that out.”
- “That was a good try. Yes, that word would make sense there."
- “I like the way you went back to the beginning of the sentence and tried that again. That’s what good readers do.”
- “You are becoming a good reader. I’m proud of you.”
