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A podcast that helps expectant parents get ready to raise their baby in a literacy-rich home!

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Many studies show that when parents get involved with early literacy, a child is better prepared for school-and life. That's why North Liberty (Iowa) Community Library developed a monthly podcast aimed at busy, expecting families. Caregivers can learn about the literacy skills kids need to succeed-such as phonological awareness, letter knowledge, and print motivation-whenever and wherever they can.
The vision behind our Stork Storytime Talks podcast is simple: We want to enable new and expecting parents and caregivers to learn about early literacy skills at a time that is convenient for them, whether that's during a daily drive or baby's naptime.

The Talks podcast is a part of the larger Stork Storytime initiative I have been developing at North Liberty Community Library since 2015. This education series encourages expecting families to develop a reading routine before baby arrives, with help from three components: a read-aloud program; an annual expo that connects families with local businesses, resources, and social services; and the Talks podcast, which features experts and staffers from local libraries sharing useful information directly with caregivers. The initiative aims to get participants more confident about their role as a child's first teacher.

The podcast grew out of an actual storytime at the library for expecting parents. Experts would talk about a specific early-literacy skill, and the library would share how we support that skill via programming and our collections. For instance, we had AmyRuth McGraw, lecturer at University of Iowa, discuss print motivation and how to read aloud to children. Karla McGregor, professor emeritus at University of Iowa, spoke about enriched vocabulary and the role of play in learning and development. At the end of the storytime, there would be social time for the adults. We wanted to provide a place where expecting parents could meet, start to build relationships and a network of support, and develop a habit of coming to the library.

But, as library programmers might empathize with me, I quickly realized that it's hard to find a time that works for this specific population to attend. Even though North Liberty is a fast-growing community with a large number of young families, expecting parents have a lot going on in their lives-and a short time frame before baby arrives. Speaking from my own experience, not much during my first pregnancy could entice me back out of the house after a long day of work.

I knew sharing early-literacy concepts was important and wanted to see the program continued, so I decided to turn it into a podcast. This format would allow adults to listen and learn when they had the time, as well as expand the program's reach beyond our community.

In 2016, we recorded our first session, "Welcome to Womb Literacy." The podcasts were sporadic, but in 2018 we decided to rebrand the program as Stork Storytime Talks and commit to a monthly episode format.

I am the main host, and we alternate cohosting duties among staffers. The recording is done at the library or at the episode guest's location. Prior to each episode, I research the topic and create an outline for my guests, which helps them know what to expect. Once the library has recorded an episode-installments average 20-40 minutes-the city's communications department polishes up the audio. We host the podcast on SoundCloud.

Talks has expanded to topics beyond literacy, such as surrogacy, newborn screening, safe sleeping, and car seat safety. My favorite offsite recording was when I toured the Mother's Milk Bank of Iowa in Coralville and learned how this resource helps babies in need. There are actual banks that collect and distribute breast milk! We've also started recording a quarterly "Libraries and Literacy" series, which keeps with our original storytime concept. Each of these episodes features a different local library and focuses on a specific early-literacy skill.

We're not professional podcasters, and we continue to learn and adapt as we go. But what's important is that we have fun creating the episodes, and our guests are grateful to have an opportunity to share their expertise or help others going through a similar situation. Have a listen, and let us know what you think.

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A Podcast That Delivers | American Libraries Magazine

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Many studies show that when parents get involved with early literacy, a child is better prepared for school-and life. That's why North Liberty (Iowa) Community Library developed a monthly podcast aimed at busy, expecting families. Caregivers can learn about the literacy skills kids need to succeed-such as phonological awareness, letter knowledge, and print motivation-whenever and wherever they can.

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Don't be fooled! Picture books have a lot to offer readers of ALL ages!

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Children's Books

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From "Little Doctor and the Fearless Beast."

LITTLE DOCTOR AND THE FEARLESS BEAST
Written and illustrated by Sophie Gilmore.

Little Doctor is a specialist in crocodiles, as we can see from the enormous green patients who flock to her examination room (which, shhhh, may just be a backyard office). She ministers to them with deep concentration, applying long bandages and tender, expert care - and cures them all except a toughie called Big Mean, who refuses to unclasp her jaws. There's a scary trip inside the beast's mouth, and a happy ending involving the adorable hatchlings Big Mean was of course carrying in there. With its softly detailed, virtuoso art and a perfectly wrought story full of heart and respect for the imaginative rules of children's play, this debut shines.
32 pp. Owlkids. $17.95. (Ages 4 to 8.)

THINKER: MY PUPPY POET AND ME
By Eloise Greenfield. Illustrated by Ehsan Abdollahi.

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From "Thinker: My Puppy Poet and Me."

In this charming book of linked poems - the story of a pup who speaks, but only in verse - the distinguished children's poet Greenfield glides gracefully between rhyme, free verse, haiku and rap. A boy named Jace becomes the dog's owner. He names him Thinker ("I'm deep and I'm a poet," the dog warns. "A cute name's not O.K.") and the two have back-and-forth chats about life. On every page, Abdollahi's collaged illustrations bring the characters to life with a soulful flair.
32 pp. Jabberwocky/Sourcebooks. $15.99. (Ages 4 to 8.)

MY PAPI HAS A MOTORCYCLE
By Isabel Quintero. Illustrated by Zeke Peña.

Two socks, a pair, tumble around in the washing machine, doing tricks like "double axel triple flip" and annoying the larger items. It's all fun and games until the spin cycle, when they're separated - and one takes refuge in the pocket of a non-color-fast red shirt. Eek! Can an unmatching duo still be partners? Those raising a style-conscious child will know the answer these days is a resounding yes. Still, Smouha and Marton wring genuine suspense and edgy humor out of this clever, colorful tale.
32 pp. Cicada. $14.95. (Ages 4 to 8.)

THE HIDEOUT
By Susanna Mattiangeli. Illustrated by Felicita Sala.

Summer's almost over, and the narrator of this sweetly mysterious first children's book by the literary novelist Choi is dreading the start of first grade. A family camping trip brings him face to face with a tiger - one that talks. With the tiger's help, the boy catches a fish and even, in a stunning wordless sequence, ventures into the woods at night to leap across rocks and howl at the moon. Rocco's ("Blackout") art gives an emotionally astute story even more depth.
40 pp. Putnam. $17.99. (Ages 5 to 8.)

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Picture Books to Enrapture Little Readers and Listeners

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Children's Books LITTLE DOCTOR AND THE FEARLESS BEAST Written and illustrated by Sophie Gilmore. Little Doctor is a specialist in crocodiles, as we can see from the enormous green patients who flock to her examination room (which, shhhh, may just be a backyard office).

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Children love poetry! Here are a few recommendations

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Children's Books

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From "Trees."

Countless picture books follow the same narrative structure, in which a character faces a challenge and then - at the end of approximately 500 words - overcomes that challenge, or doesn't. We call this story. "Read me a story," a child might beg, and so we do.

But not all picture books are stories in the traditional sense, and often poetry is the tool that frees an author from the expectations of conflict and resolution. By trusting language, form, rhythm or sound to hold the reader's focus, a poet is able to slow down or speed up, to observe or reflect. Picture books in verse can meditate or meander, imagine or reminisce, examine one small aspect of the world carefully, or elicit deep emotion.

One thing that sets picture books apart from titles for older readers is that we often share them with another person. In BOOM, BELLOW, BLEAT: Animal Poems for Two or More Voices (WordSong, 32 pp., $19.95; ages 3 to 6), Georgia Heard's text leans into this interactive experience, creating the space for distinct speakers in each poem. Each is intended as a sort of duet, with the text set in different colors to differentiate the alternating parts.

The book relies heavily on the humor and child-friendly simplicity of animal noises, but the noises animals make are not always what you'd expect. In "We Don't Say Ribbit," a frog and toad offer the less expected noises they might actually make in the wild, from "quonk" to "errrgh," almost certain to entice laughter from young readers.

In several of these poems, the language is more mature, as in "Flight of the Honeybees," where "Pale celery parasols" or "yellow petaled broccoli" may be a challenge to younger readers. But the beauty of poetry for small children is that the sounds of words can be appealing long before their meanings are fully understood.

Many of these poems also incorporate refrains, allowing a young listener to repeat after another reader, as in "Song Thief," where the second reader, as mockingbird, repeats everything the first reader has just said. "Why is it / why is it / what I sing / what I sing / you sing too?" Heard's engaging poems, paired with Aaron DeWitt's bright digital images of the natural world, are designed to bring readers together, and with an informative author's note on various elements of the natural world, they may also find a welcome role in the classroom.

"Each tree offers / a story..." begins Verlie Hutchens and Jing Jing Tsong's TREES (Beach Lane, 40 pp., $17.99; ages 4 to 8) and what unfolds is exactly that, a series of brief character studies, as page after page, readers are introduced to a surprisingly varied cast of arboreal personalities.

Gracefully, each spread offers a distinct new friend for young readers. Pussy willow is shy, waiting for the one week in spring when "kitten velvet buds / adorn her modest twigs." By contrast, White Pine is an "unruly uncle," with his "buttons akilter" and "shaggy hair unkempt." Each tree is memorable, and Hutchens's vivid descriptions are full of movement and relatable moments. Tsong's colorful illustrations invite readers to peer from a range of vantage points and angles, as if looking down through the foliage. Young readers on walks may well experience the canopy above them a little differently after encountering the trees through Hutchens's and Tsong's eyes.

Yet the book may do little to help them see people differently, since "Trees" also reinforces traditional gender roles. Female-identified trees are described as "silly" as they dance on "tippy toes" and sport "baubles." Meanwhile, the masculine trees are "strong" and "mighty" as well as "wise." An unfortunate choice for a book that might easily have resisted such bias.

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From "The Road Not Taken."

In reading poetry, we are sometimes so lulled by rhythm and sound that we forget to pay attention to meaning. This can be especially true with familiar poems, as they become ingrained in our consciousness. A picture book version of Robert Frost's THE ROAD NOT TAKEN (Familius, 40 pp., $17.99; ages 4 to 8), with illustrations by Vivian Mineker, does a wonderful job of reintroducing a well-known poem without altering a single word. The choice to redivide stanzas and to rebreak lines, as well as to set the poem in the contemporary-feeling world of Mineker's soft palette, invites a fresh reading.

In the beginning of the book, a young boy with a backpack stands near his dog, at a fork in the road. "Two roads diverged in a yellow wood." As the text reflects on this moment, we view him from a distance, and then from far above. We witness the boy's indecision, and finally his seemingly arbitrary choice.

From there, the book continues, and we journey along with the poem and the boy, as he grows, goes to school, chooses a career and builds a family. Finally, at the poem's poignant end, we face the old man who has been reciting the poem and reminiscing all along, surrounded by his grandchildren. "And that has made all the difference."

This is a book that begs rereading. Visually, it's unclear what beckons the boy along his initial path, and there's a sort of randomness, a meandering mazelike quality to the artwork, if an emotional inevitability to the poem's conclusion. Robert Frost might well have approved that ambiguity.

"This is for the unforgettable / the swift and sweet ones / who hurdled history / and opened a world / of possible." The beginning of Kwame Alexander and Kadir Nelson's THE UNDEFEATED (Versify/Houghton Mifflin Harcourt, 40 pp., $17.99; ages 4 and up) feels anthemic. Listen up, the book seems to say, I'm going to share something important.

What follows is a powerful tribute to the African-American experience, replete with joy and pride in the accomplishments of individual artists and athletes, leaders and thinkers. But the book also communicates a strong sense of the suffering without which this history would be incomplete. Alexander's resonant twisting language, and Nelson's rich painterly style, serve to capture not just individuals but the community as a whole.

"The ones who survived / America / by any means necessary." The book continues. "And the ones who didn't." This second line of text is set starkly against blank white pages, demanding that the reader consider the lives lost and the voices silenced by our history.

We see this same kind of restraint a little further along, in the startling repetition of "This is for the unspeakable." Three spreads repeat this simple line, allowing the reader to sit with images of unforgivable acts from both past and present, inviting us to silently bear witness when words fail.

Elsewhere, the text swells again, as words and art offer a litany of historical figures and important moments, filling the ears with rhythms that demand attention, calling on poetry of the past. "This is for the unbelievable / The We Real Cool ones. / This is for the unbending. / The black as the night is beautiful ones." These lines sing, and the accompanying paintings feel like a walk through a portrait gallery.

Poetry knows when to lean forward and when to pull back, and in "The Undefeated," Alexander has walked that line perfectly. This book will fill readers with a sense of the wealth and the cost of history.

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Children's Books Countless picture books follow the same narrative structure, in which a character faces a challenge and then - at the end of approximately 500 words - overcomes that challenge, or doesn't. We call this story. "Read me a story," a child might beg, and so we do.

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The achievement gap can start to close if families read at home!

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A "million word gap" for children who aren't read to at home

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Young children whose parents read them five books a day enter kindergarten having heard about 1.4 million more words than kids who were never read to, a new study found.

This "million word gap" could be one key in explaining differences in vocabulary and reading development, said Jessica Logan, lead author of the study and assistant professor of educational studies at The Ohio State University.

Even kids who are read only one book a day will hear about 290,000 more words by age 5 than those who don't regularly read books with a parent or caregiver.

"Kids who hear more vocabulary words are going to be better prepared to see those words in print when they enter school," said Logan, a member of Ohio State's Crane Center for Early Childhood Research and Policy.

"They are likely to pick up reading skills more quickly and easily."

The study appears online in the Journal of Developmental and Behavioral Pediatrics and will be published in a future print edition.

Logan said the idea for this research came from one of her earlier studies, which found that about one-fourth of children in a national sample were never read to and another fourth were seldom read to (once or twice weekly).

"The fact that we had so many parents who said they never or seldom read to their kids was pretty shocking to us. We wanted to figure out what that might mean for their kids," Logan said.

The researchers collaborated with the Columbus Metropolitan Library, which identified the 100 most circulated books for both board books (targeting infants and toddlers) and picture books (targeting preschoolers).

Logan and her colleagues randomly selected 30 books from both lists and counted how many words were in each book. They found that board books contained an average of 140 words, while picture books contained an average of 228 words.

With that information, the researchers calculated how many words a child would hear from birth through his or her 5 th birthday at different levels of reading. They assumed that kids would be read board books through their 3 rd birthday and picture books the next two years, and that every reading session (except for one category) would include one book.

They also assumed that parents who reported never reading to their kids actually read one book to their children every other month.

Based on these calculations, here's how many words kids would have heard by the time they were 5 years old: Never read to, 4,662 words; 1-2 times per week, 63,570 words; 3-5 times per week, 169,520 words; daily, 296,660 words; and five books a day, 1,483,300 words.

"The word gap of more than 1 million words between children raised in a literacy-rich environment and those who were never read to is striking," Logan said.

The word gap examined in this research isn't the only type kids may face.

A controversial 1992 study suggested that children growing up in poverty hear about 30 million fewer words in conversation by age 3 than those from more privileged backgrounds. Other studies since then suggest this 30 million word gap may be much smaller or even non-existent, Logan said.

The vocabulary word gap in this study is different from the conversational word gap and may have different implications for children, she said.

"This isn't about everyday communication. The words kids hear in books are going to be much more complex, difficult words than they hear just talking to their parents and others in the home," she said.

For instance, a children's book may be about penguins in Antarctica - introducing words and concepts that are unlikely to come up in everyday conversation.

"The words kids hear from books may have special importance in learning to read," she said.

Logan said the million word gap found in this study is likely to be conservative. Parents will often talk about the book they're reading with their children or add elements if they have read the story many times.

This "extra-textual" talk will reinforce new vocabulary words that kids are hearing and may introduce even more words.

The results of this study highlight the importance of reading to children.

"Exposure to vocabulary is good for all kids. Parents can get access to books that are appropriate for their children at the local library," Logan said.

Logan's co-authors on the study were Laura Justice, professor of educational studies and director of the Crane Center at Ohio State; Leydi Johana Chaparro-Moreno, graduate student in educational studies at Ohio State; and Melike Yumuş of Başkent University in Turkey.

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A "million word gap" for children who aren't read to at home

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Young children whose parents read them five books a day enter kindergarten having heard about 1.4 million more words than kids who were never read to, a new study found. This "million word gap" could be one key in explaining differences in vocabulary and reading development, said Jessica Logan, lead author of the study and assistant professor...

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Brand New Books Hit the Shelves in March!

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Brand New Books Hit the Shelves in March!

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March 2019 Book Releases

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44 Fantastic New Books | March 2019 Stars

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Must-have new titles for library collections, reviewed in our March issue.

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These books are the best of the best!

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Each year when Caldecott medal and honor winners are announced, there usually at least one (and sometimes more) previous winners among them. In 2019 it was Sophie Blackall, who won her second Caldecott.

So let's have a look at 2019 books from previous Caldecott winners, eh? Maybe some of these will end up on the 2020 Caldecott podium.

What did I miss? Let me know in the comments.

Travis Jonker is an elementary school librarian in Michigan. He writes reviews (and the occasional article or two) for School Library Journal and is a member of the 2014 Caldecott committee. You can email Travis at scopenotes@gmail.com, or follow him on Twitter: @100scopenotes.

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2019 Books From Caldecott Medal/Honor Winners

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Each year when Caldecott medal and honor winners are announced, there usually at least one (and sometimes more) previous winners among them. In 2019 it was Sophie Blackall, who won her second Caldecott. So let's have a look at 2019 books from previous Caldecott winners, eh?

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Shared family reading plays a vital role in growing lifelong readers, but finding the right book can be tricky. Here's a mix of classics and 21st-century favorites for everyone.

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Pick print books rather than digital books

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"The tablet itself made it harder for parents and children to engage in the rich back-and-forth turn-taking that was happening in print books," a researcher said.

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Credit Credit Getty Images

By Perri Klass, M.D.

As a supporter of reading with children and a fan of traditional print books, I cannot say I am entirely surprised by the results of new research suggesting that print books are the best way to go when reading with young children.

Reading books is one of the great and ongoing pleasures of my life, and although I read all kinds of things on screens, I cling to the print book, the paper book, or what we all secretly call "the book-book."

I am willing to travel with a heavy bag full of books in order to enjoy the pleasure of turning paper pages on the airplane, and watching my bookmark (yes, of course, I have a bookmark fetish) move further and further through the book on the hotel night table. But when it comes to books for young children, there's a certain research imperative to figure out the role that screens can or should or might play in those first exposures to the written word.
[The topics new parents are talking about. Evidence-based guidance. Personal stories that matter. Sign up now to get NYT Parenting in your inbox every week.]

Reading is my cause, and has been for years. I am the national medical director of Reach Out and Read, a nonprofit that supports pediatricians in counseling parents and children to read together and providing books at checkups.

Written language will be only more important in our children's lives as the world becomes more and more networked, in the largest written-word-based community that has ever existed. Our children will grow up to depend on their facility with reading and writing in their jobs, their personal relationships, their ability to access information and news, and their participation in civic discourse at every level. How can we help them into the world of written language, in all its many modern manifestations?

In a study published Monday in the journal Pediatrics, researchers at the University of Michigan asked 37 parents to read similar stories to their 2- to 3-year-olds in three different formats (the order was varied for the different families): a print book, a basic electronic book (no bells or whistles) on a tablet, and an enhanced electronic book with animation and/or sound effects (tap a sea gull or a dog and hear the sounds they make). The interactions were videotaped and coded, looking at the number and kinds of verbalizations by parents and by children, at the amount of collaborative reading that went on, and at the general emotional tenor of the interaction.

Reading print books together generated more verbalizations about the story from parents and from toddlers, more back and forth "dialogic" collaboration. ("What's happening here?" "Remember when you went to the beach with Dad?")

Dr. Tiffany Munzer, a fellow in developmental behavioral pediatrics at the University of Michigan C.S. Mott Children's Hospital, who was the first author on the study, said the researchers had wanted to study toddlers in particular because of a concern that the toddlers might be particularly susceptible to distraction by electronic enhancements. That was why the enhanced books were compared to print books but also to nonenhanced electronic books.

"They were susceptible," Dr. Munzer said, "but the basic electronic book without the enhancements was also distracting to toddlers, and they had less engagement with their parents than with print books."

So while earlier research had suggested that the enhancements were problematic for young children, the results of this study suggested that even a nonenhanced story on the tablet screen seemed less likely to generate that parent-child dialogue. "The tablet itself made it harder for parents and children to engage in the rich back-and-forth turn-taking that was happening in print books," Dr. Munzer said.

The researchers can only speculate about why; it may be because of the patterns we are all accustomed to in using our devices. Perhaps "the tablet is designed to be more of a personal device, perhaps parents and children use it independently at home," Dr. Munzer said. There were also some struggles over who got to control the tablet, and more "negative format-related comments," like "Don't touch that button."

And a print book, with a young child, may be a better piece of technology, if the goal is dialogue and conversational turn-taking. "A print book is just so good at eliciting these interactions," Dr. Munzer said. "You're comparing a tablet with the gold standard."
[Read more in our guide: How to Raise a Reader]
I was one of the co-authors of a commentary accompanying the study, which acknowledged the many potential benefits of electronic books for children, but argued for continuing to rely on print books for the very young, including in programs that encourage parent-child reading.

My colleague, Dr. Suzy Tomopoulos, assistant professor in the department of pediatrics at N.Y.U. School of Medicine, who was the lead author on the commentary, said that whatever the medium, "parents need to read together with their child, use what they're reading, and expand on the text." With younger children, she said, there's evidence that they get distracted with e-books, and there's a lot of technology being actively marketed to parents nowadays. "You don't need a lot of bells and whistles to support your child's development," she said. "Engaging the child and talking to the child does a wonderful job of supporting early child development."

Reach Out and Read has a partnership with Scholastic, which this week released the seventh edition of its Kids & Family Reading Report, a national survey of school-age children and parents. It found that though 58 percent of the kids surveyed said they love or like reading books for fun, there has been an incremental decrease in reading frequency among the children surveyed since 2010.

And as children reach the age when they are expected to have fully mastered reading, they seem to be reading less for fun. In what the report called a "decline by 9," the percentage of kids who report reading books for fun five to seven days a week dropped to 35 percent of 9-year-olds from 57 percent of 8-year-olds.

Lauren Tarshis, senior vice president at Scholastic and a contributor to the report, pointed to the focus on third grade as the pivotal year when children are expected to achieve full fluency as readers.

The worry is that is that the pressure - and the testing - at that stage may contribute to the perception that reading is no longer so much fun.

"I keep saying to my colleagues, it made me feel sorrowful," Ms. Tarshis said. "If you have reading in your life as something you see as a way of transporting you, opening doors, it's just a wonderful, wonderful thing."

The report also highlighted the importance of "reading role models," pointing out that the children who are frequent readers have people in their lives who enjoy reading, and parents who read frequently. This is hardly a surprise, though again, in the digital era, it might raise the question of just how our children can tell what it is that we are doing on our devices.

(When my own children were young, and I had just started to investigate the literature on reading, I was delighted to discover that " sustained silent reading " was an important pedagogical technique in elementary schools. I promptly invented another important technique, which I termed "witnessed sustained silent reading," which I felt changed my parenting approach from "don't bother me now, I'm reading," to something far more laudable.)

But clearly parents play an important role. The book that stimulates the dialogue between parent and toddler is also the child's introduction to the pleasures of written language and stories. The pleasure that a parent takes in reading helps shape a growing child's attitude. And the message to parents should not be that they're doing it wrong (we all know we're doing things wrong, just as we all know that we're doing our best), but that parents really matter.

"Parents today work harder than ever," Dr. Munzer said. "Our goal is to help families reflect on activities they engage in that spark connections."

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Reading to Your Toddler? Print Books Are Better Than Digital Ones

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"The tablet itself made it harder for parents and children to engage in the rich back-and-forth turn-taking that was happening in print books," a researcher said. By Perri Klass, M.D.

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Read aloud to your child and boost that vocabulary!

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Read aloud to your children to boost their vocabulary

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Words are powerful, and a rich vocabulary can provide young people with significant advantages. Successful vocabulary development is associated with better vocational, academic and health outcomes.

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Read aloud to your child and boost that vocabulary!

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Read aloud to your children to boost their vocabulary

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Words are powerful, and a rich vocabulary can provide young people with significant advantages. Successful vocabulary development is associated with better vocational, academic and health outcomes.

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Read aloud to your child and boost that vocabulary!

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Read aloud to your children to boost their vocabulary

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Words are powerful, and a rich vocabulary can provide young people with significant advantages. Successful vocabulary development is associated with better vocational, academic and health outcomes.

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Read aloud to your child and boost that vocabulary!

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Read aloud to your children to boost their vocabulary

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Words are powerful, and a rich vocabulary can provide young people with significant advantages. Successful vocabulary development is associated with better vocational, academic and health outcomes.

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Read aloud to your child and boost that vocabulary!

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Read aloud to your children to boost their vocabulary

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Words are powerful, and a rich vocabulary can provide young people with significant advantages. Successful vocabulary development is associated with better vocational, academic and health outcomes.

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Boosting vocabulary is really important to reading success

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You make a difference!

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It may be easier than you think and can set your child up for reading success.

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Baby-friendly card policies encourage literacy and library use from birth.

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This flyer, created by the Nevada Department of Education, explains what NV K.I.D.S. Read is, how it works, and how it may impact a child.

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Never too late! Reading with Preschoolers!!

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Never too late! Reading with Preschoolers!!

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Reading Tips for Parents of Preschoolers

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Reading Tips for Parents of Preschoolers | Reading Rockets

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Reading Tips for Parents of Toddlers | Reading Rockets

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In both Spanish and English

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In both Spanish and English

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In both Spanish and English

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In both Spanish and English

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In both Spanish and English

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It's never too early to read to your baby. As soon as your baby is born, he or she starts learning. Just by talking to, playing with, and caring for your baby every day, you help your baby develop language skills necessary to become a reader.

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By Jet Burnham | j.burnham@mycityjournals.com
On the same page
Teachers at Athlos Academy know that parent involvement is key to their child's development of literacy.

"We want to teach the parents as well as the students that reading is important and that we all need to be on the same page with it," said Athlos Public Relations Specialist Courtney Haake.

The charter school, located just south of Herriman High at 12309 South Mustang Trail Way, held a Literacy Night on September 20 to show parents how literacy is taught in the classroom and to provide information on how they can support their child's reading skills at home.
Creating a Culture
To emphasize the importance of reading, Athlos Academy, now in its fourth year, has created a culture of reading.

"The culture of reading is really at the heart of all that we are doing," said middle school teacher Steve Merrill.

Parents are encouraged to make reading part of their family culture, letting their children see them read and providing a variety of reading materials.

Merrell said listening to a fluent reader helps develop comprehension skills so parents should read aloud to their children no matter their age.
Providing a place
Reading at Athlos begins before school at Breakfast and Books. Fromthe corner library in the cafeteria, students choose a book to read while they eat breakfast. Older students read independently while younger students listen to a volunteer read a story aloud.

Before and after school, middle school students have their own private reading space-a lounge in the library,complete with couches, pillows, popcorn and hot cocoa. Merrell wanted the teens to have a coffee shop-type environment to encourage recreational reading.

"It's good to have a place to sit and actually read and have someone that can recommend a book that you will actually like, that will be on your level," said Merrell.

Many teachers at Athlos have carved out a reading corner in their classroom, with soft cushions and a variety of books, where students can read comfortably. They encourage parents to provide a similar special reading spot at home.
Embracing Technology
At Athlos Academy, teachers use a digital English language program that is vertically aligned throughout the grades to provide consistent curriculum. Students interact with the program on individual chromebooks or classroom Smart Boards.

"We use it constantly," said Barbara Merrell, a kindergarten teacher. She feels it is one of the most effective ways to make use of the few hours a day she has with her students.

Middle school students easily embrace the digital format. Reading assignments are supplemented with video "trailers" to get students excited to read. Students also watch videos segments of teens involved in literary discussions, modeling a variety of skills students need to master to engage in their own discussions.

Teachers like Steve Merrell take advantage of teen culture and encourage online chats to complete assignments and ask students to write a blast-a 140 character response similar to a tweet-to review books or share what they've learned.
Screen Time
Second grade teacher Stephanie Burton has advice that may surprise parents-use TV time as reading time.

"The new trend is to watch TV with the subtitles on," she said. To hear and see the words at the same time helps the auditory and visual learners make a better connection, she said.

Steve Merrell suggests students listen to audiobooks while they follow along with their book.

"One of the number one supports for struggling readers is actually being able to read and listen," he said.
Get Physical
Burton invites students to learn through movement. She asks her second-graders to put their hand on their head when they hear the "sound of the week" or one of their vocabulary words.

She said students learn sight words better when they write the each letter of the word in the air-combining kinesthetic, visual and auditory learning.
Make it Relatable
"A teacher's job is to help students make the connections to make sense in their world," said Steve Merrell.

He encourages his students to read a text and then apply it to their own experience. Recently, his students read an article about why kids play video games and whether they are beneficial or not. The article integrated into the curriculum as the basis of a research project and debate topic.

"It's just a solid curriculum to springboard into student interest," he said. "It's about feeding that energy that comes out of these lessons."

The stories fourth-graders in Sherri Anderson's class read to study specific grammatical elements are often about what they are experiencing socially or what they are learning in other classes.

"A lot of what we're learning and reading about are things the kids can really relate to," said Anderson.
Get on their level
Students learn best when reading material is on their level.

Althos' digital reading program provides differentiated reading texts for all subjects for middle school students. Students read the same passage, but to ensure it is neither too easy or too difficult, the program customizes the length, vocabulary and text complexity to individual levels of literacy.

"There's just a lot of autonomy for the student and I think, ultimately, that's what transitions a student from being reluctant in their reading and their engagement with reading," said Steve Merrell.

The range in reading abilities is most significant in a kindergarten classroom. Through the digital differentiated curriculum, homework and assignments are customized to each child-whether they are approaching, on, or above grade level.
Make It Fun
Teachers at Athlos incorporate movement, music and games into reading activities.

In Kindergarten classrooms, literacy is a lot of listening to stories, singing songs, and playing games.

For reluctant readers, it's important to find a book they enjoy.

"The hardest thing is to find out what they're really interested in," said Burton. She said when a child is exposed to a variety of books, they will eventually find what sparks their interest. And once they find a series they like, they are motivated to read the subsequent books.

Steve Merrell tries to incorporate a variety of assignments to shake up and unlearn the hatred for reading students may have. He wants students to discover the joy of indulging in a story as well as realize that reading is a tool to learn anything they want to.
Point it out
Parents may be surprised by Steve Merrell's final advice-follow along the words with your finger as you read.

He believes tracking is an advanced reading skill. Everyone (even adults) could read more efficiently if they track with a finger or pencil.
Time is everything
Teachers agree reading 20 minutes daily should be part of everyday homework, even during the summer.

Valerie Loredo, a first grade teacher, said the minutes add up quickly. Kids who read 20 minutes per day are exposed to more vocabulary and perform better on standardized tests.

Burton wants parents to realize the focus on literacy for young students is paramount for academic success.

"If they don't read by third grade their chances are very diminished to catch up," she said.

# data[].attributes.attachment_link.title
11 ways that Utah teachers say parents can help their students gain literacy skills | Murray Journal

# data[].attributes.attachment_link.description
By Jet Burnham | j.burnham@mycityjournals.com On the same page Teachers at Athlos Academy know that parent involvement is key to their child's development of literacy. "We want to teach the parents as well as the students that reading is important and that we all need to be on the same page with it," said Athlos Public Relations Specialist Courtney Haake.

# data[].attributes.attachment_link.readable_text
By Jet Burnham | j.burnham@mycityjournals.com
On the same page
Teachers at Athlos Academy know that parent involvement is key to their child's development of literacy.

"We want to teach the parents as well as the students that reading is important and that we all need to be on the same page with it," said Athlos Public Relations Specialist Courtney Haake.

The charter school, located just south of Herriman High at 12309 South Mustang Trail Way, held a Literacy Night on September 20 to show parents how literacy is taught in the classroom and to provide information on how they can support their child's reading skills at home.
Creating a Culture
To emphasize the importance of reading, Athlos Academy, now in its fourth year, has created a culture of reading.

"The culture of reading is really at the heart of all that we are doing," said middle school teacher Steve Merrill.

Parents are encouraged to make reading part of their family culture, letting their children see them read and providing a variety of reading materials.

Merrell said listening to a fluent reader helps develop comprehension skills so parents should read aloud to their children no matter their age.
Providing a place
Reading at Athlos begins before school at Breakfast and Books. Fromthe corner library in the cafeteria, students choose a book to read while they eat breakfast. Older students read independently while younger students listen to a volunteer read a story aloud.

Before and after school, middle school students have their own private reading space-a lounge in the library,complete with couches, pillows, popcorn and hot cocoa. Merrell wanted the teens to have a coffee shop-type environment to encourage recreational reading.

"It's good to have a place to sit and actually read and have someone that can recommend a book that you will actually like, that will be on your level," said Merrell.

Many teachers at Athlos have carved out a reading corner in their classroom, with soft cushions and a variety of books, where students can read comfortably. They encourage parents to provide a similar special reading spot at home.
Embracing Technology
At Athlos Academy, teachers use a digital English language program that is vertically aligned throughout the grades to provide consistent curriculum. Students interact with the program on individual chromebooks or classroom Smart Boards.

"We use it constantly," said Barbara Merrell, a kindergarten teacher. She feels it is one of the most effective ways to make use of the few hours a day she has with her students.

Middle school students easily embrace the digital format. Reading assignments are supplemented with video "trailers" to get students excited to read. Students also watch videos segments of teens involved in literary discussions, modeling a variety of skills students need to master to engage in their own discussions.

Teachers like Steve Merrell take advantage of teen culture and encourage online chats to complete assignments and ask students to write a blast-a 140 character response similar to a tweet-to review books or share what they've learned.
Screen Time
Second grade teacher Stephanie Burton has advice that may surprise parents-use TV time as reading time.

"The new trend is to watch TV with the subtitles on," she said. To hear and see the words at the same time helps the auditory and visual learners make a better connection, she said.

Steve Merrell suggests students listen to audiobooks while they follow along with their book.

"One of the number one supports for struggling readers is actually being able to read and listen," he said.
Get Physical
Burton invites students to learn through movement. She asks her second-graders to put their hand on their head when they hear the "sound of the week" or one of their vocabulary words.

She said students learn sight words better when they write the each letter of the word in the air-combining kinesthetic, visual and auditory learning.
Make it Relatable
"A teacher's job is to help students make the connections to make sense in their world," said Steve Merrell.

He encourages his students to read a text and then apply it to their own experience. Recently, his students read an article about why kids play video games and whether they are beneficial or not. The article integrated into the curriculum as the basis of a research project and debate topic.

"It's just a solid curriculum to springboard into student interest," he said. "It's about feeding that energy that comes out of these lessons."

The stories fourth-graders in Sherri Anderson's class read to study specific grammatical elements are often about what they are experiencing socially or what they are learning in other classes.

"A lot of what we're learning and reading about are things the kids can really relate to," said Anderson.
Get on their level
Students learn best when reading material is on their level.

Althos' digital reading program provides differentiated reading texts for all subjects for middle school students. Students read the same passage, but to ensure it is neither too easy or too difficult, the program customizes the length, vocabulary and text complexity to individual levels of literacy.

"There's just a lot of autonomy for the student and I think, ultimately, that's what transitions a student from being reluctant in their reading and their engagement with reading," said Steve Merrell.

The range in reading abilities is most significant in a kindergarten classroom. Through the digital differentiated curriculum, homework and assignments are customized to each child-whether they are approaching, on, or above grade level.
Make It Fun
Teachers at Athlos incorporate movement, music and games into reading activities.

In Kindergarten classrooms, literacy is a lot of listening to stories, singing songs, and playing games.

For reluctant readers, it's important to find a book they enjoy.

"The hardest thing is to find out what they're really interested in," said Burton. She said when a child is exposed to a variety of books, they will eventually find what sparks their interest. And once they find a series they like, they are motivated to read the subsequent books.

Steve Merrell tries to incorporate a variety of assignments to shake up and unlearn the hatred for reading students may have. He wants students to discover the joy of indulging in a story as well as realize that reading is a tool to learn anything they want to.
Point it out
Parents may be surprised by Steve Merrell's final advice-follow along the words with your finger as you read.

He believes tracking is an advanced reading skill. Everyone (even adults) could read more efficiently if they track with a finger or pencil.
Time is everything
Teachers agree reading 20 minutes daily should be part of everyday homework, even during the summer.

Valerie Loredo, a first grade teacher, said the minutes add up quickly. Kids who read 20 minutes per day are exposed to more vocabulary and perform better on standardized tests.

Burton wants parents to realize the focus on literacy for young students is paramount for academic success.

"If they don't read by third grade their chances are very diminished to catch up," she said.

# data[].attributes.attachment_link.title
11 ways that Utah teachers say parents can help their students gain literacy skills | Murray Journal

# data[].attributes.attachment_link.description
By Jet Burnham | j.burnham@mycityjournals.com On the same page Teachers at Athlos Academy know that parent involvement is key to their child's development of literacy. "We want to teach the parents as well as the students that reading is important and that we all need to be on the same page with it," said Athlos Public Relations Specialist Courtney Haake.

# data[].attributes.attachment_link.readable_text
By Jet Burnham | j.burnham@mycityjournals.com
On the same page
Teachers at Athlos Academy know that parent involvement is key to their child's development of literacy.

"We want to teach the parents as well as the students that reading is important and that we all need to be on the same page with it," said Athlos Public Relations Specialist Courtney Haake.

The charter school, located just south of Herriman High at 12309 South Mustang Trail Way, held a Literacy Night on September 20 to show parents how literacy is taught in the classroom and to provide information on how they can support their child's reading skills at home.
Creating a Culture
To emphasize the importance of reading, Athlos Academy, now in its fourth year, has created a culture of reading.

"The culture of reading is really at the heart of all that we are doing," said middle school teacher Steve Merrill.

Parents are encouraged to make reading part of their family culture, letting their children see them read and providing a variety of reading materials.

Merrell said listening to a fluent reader helps develop comprehension skills so parents should read aloud to their children no matter their age.
Providing a place
Reading at Athlos begins before school at Breakfast and Books. Fromthe corner library in the cafeteria, students choose a book to read while they eat breakfast. Older students read independently while younger students listen to a volunteer read a story aloud.

Before and after school, middle school students have their own private reading space-a lounge in the library,complete with couches, pillows, popcorn and hot cocoa. Merrell wanted the teens to have a coffee shop-type environment to encourage recreational reading.

"It's good to have a place to sit and actually read and have someone that can recommend a book that you will actually like, that will be on your level," said Merrell.

Many teachers at Athlos have carved out a reading corner in their classroom, with soft cushions and a variety of books, where students can read comfortably. They encourage parents to provide a similar special reading spot at home.
Embracing Technology
At Athlos Academy, teachers use a digital English language program that is vertically aligned throughout the grades to provide consistent curriculum. Students interact with the program on individual chromebooks or classroom Smart Boards.

"We use it constantly," said Barbara Merrell, a kindergarten teacher. She feels it is one of the most effective ways to make use of the few hours a day she has with her students.

Middle school students easily embrace the digital format. Reading assignments are supplemented with video "trailers" to get students excited to read. Students also watch videos segments of teens involved in literary discussions, modeling a variety of skills students need to master to engage in their own discussions.

Teachers like Steve Merrell take advantage of teen culture and encourage online chats to complete assignments and ask students to write a blast-a 140 character response similar to a tweet-to review books or share what they've learned.
Screen Time
Second grade teacher Stephanie Burton has advice that may surprise parents-use TV time as reading time.

"The new trend is to watch TV with the subtitles on," she said. To hear and see the words at the same time helps the auditory and visual learners make a better connection, she said.

Steve Merrell suggests students listen to audiobooks while they follow along with their book.

"One of the number one supports for struggling readers is actually being able to read and listen," he said.
Get Physical
Burton invites students to learn through movement. She asks her second-graders to put their hand on their head when they hear the "sound of the week" or one of their vocabulary words.

She said students learn sight words better when they write the each letter of the word in the air-combining kinesthetic, visual and auditory learning.
Make it Relatable
"A teacher's job is to help students make the connections to make sense in their world," said Steve Merrell.

He encourages his students to read a text and then apply it to their own experience. Recently, his students read an article about why kids play video games and whether they are beneficial or not. The article integrated into the curriculum as the basis of a research project and debate topic.

"It's just a solid curriculum to springboard into student interest," he said. "It's about feeding that energy that comes out of these lessons."

The stories fourth-graders in Sherri Anderson's class read to study specific grammatical elements are often about what they are experiencing socially or what they are learning in other classes.

"A lot of what we're learning and reading about are things the kids can really relate to," said Anderson.
Get on their level
Students learn best when reading material is on their level.

Althos' digital reading program provides differentiated reading texts for all subjects for middle school students. Students read the same passage, but to ensure it is neither too easy or too difficult, the program customizes the length, vocabulary and text complexity to individual levels of literacy.

"There's just a lot of autonomy for the student and I think, ultimately, that's what transitions a student from being reluctant in their reading and their engagement with reading," said Steve Merrell.

The range in reading abilities is most significant in a kindergarten classroom. Through the digital differentiated curriculum, homework and assignments are customized to each child-whether they are approaching, on, or above grade level.
Make It Fun
Teachers at Athlos incorporate movement, music and games into reading activities.

In Kindergarten classrooms, literacy is a lot of listening to stories, singing songs, and playing games.

For reluctant readers, it's important to find a book they enjoy.

"The hardest thing is to find out what they're really interested in," said Burton. She said when a child is exposed to a variety of books, they will eventually find what sparks their interest. And once they find a series they like, they are motivated to read the subsequent books.

Steve Merrell tries to incorporate a variety of assignments to shake up and unlearn the hatred for reading students may have. He wants students to discover the joy of indulging in a story as well as realize that reading is a tool to learn anything they want to.
Point it out
Parents may be surprised by Steve Merrell's final advice-follow along the words with your finger as you read.

He believes tracking is an advanced reading skill. Everyone (even adults) could read more efficiently if they track with a finger or pencil.
Time is everything
Teachers agree reading 20 minutes daily should be part of everyday homework, even during the summer.

Valerie Loredo, a first grade teacher, said the minutes add up quickly. Kids who read 20 minutes per day are exposed to more vocabulary and perform better on standardized tests.

Burton wants parents to realize the focus on literacy for young students is paramount for academic success.

"If they don't read by third grade their chances are very diminished to catch up," she said.

# data[].attributes.attachment_link.title
11 ways that Utah teachers say parents can help their students gain literacy skills | Murray Journal

# data[].attributes.attachment_link.description
By Jet Burnham | j.burnham@mycityjournals.com On the same page Teachers at Athlos Academy know that parent involvement is key to their child's development of literacy. "We want to teach the parents as well as the students that reading is important and that we all need to be on the same page with it," said Athlos Public Relations Specialist Courtney Haake.

# data[].attributes.attachment_link.readable_text
By Jet Burnham | j.burnham@mycityjournals.com
On the same page
Teachers at Athlos Academy know that parent involvement is key to their child's development of literacy.

"We want to teach the parents as well as the students that reading is important and that we all need to be on the same page with it," said Athlos Public Relations Specialist Courtney Haake.

The charter school, located just south of Herriman High at 12309 South Mustang Trail Way, held a Literacy Night on September 20 to show parents how literacy is taught in the classroom and to provide information on how they can support their child's reading skills at home.
Creating a Culture
To emphasize the importance of reading, Athlos Academy, now in its fourth year, has created a culture of reading.

"The culture of reading is really at the heart of all that we are doing," said middle school teacher Steve Merrill.

Parents are encouraged to make reading part of their family culture, letting their children see them read and providing a variety of reading materials.

Merrell said listening to a fluent reader helps develop comprehension skills so parents should read aloud to their children no matter their age.
Providing a place
Reading at Athlos begins before school at Breakfast and Books. Fromthe corner library in the cafeteria, students choose a book to read while they eat breakfast. Older students read independently while younger students listen to a volunteer read a story aloud.

Before and after school, middle school students have their own private reading space-a lounge in the library,complete with couches, pillows, popcorn and hot cocoa. Merrell wanted the teens to have a coffee shop-type environment to encourage recreational reading.

"It's good to have a place to sit and actually read and have someone that can recommend a book that you will actually like, that will be on your level," said Merrell.

Many teachers at Athlos have carved out a reading corner in their classroom, with soft cushions and a variety of books, where students can read comfortably. They encourage parents to provide a similar special reading spot at home.
Embracing Technology
At Athlos Academy, teachers use a digital English language program that is vertically aligned throughout the grades to provide consistent curriculum. Students interact with the program on individual chromebooks or classroom Smart Boards.

"We use it constantly," said Barbara Merrell, a kindergarten teacher. She feels it is one of the most effective ways to make use of the few hours a day she has with her students.

Middle school students easily embrace the digital format. Reading assignments are supplemented with video "trailers" to get students excited to read. Students also watch videos segments of teens involved in literary discussions, modeling a variety of skills students need to master to engage in their own discussions.

Teachers like Steve Merrell take advantage of teen culture and encourage online chats to complete assignments and ask students to write a blast-a 140 character response similar to a tweet-to review books or share what they've learned.
Screen Time
Second grade teacher Stephanie Burton has advice that may surprise parents-use TV time as reading time.

"The new trend is to watch TV with the subtitles on," she said. To hear and see the words at the same time helps the auditory and visual learners make a better connection, she said.

Steve Merrell suggests students listen to audiobooks while they follow along with their book.

"One of the number one supports for struggling readers is actually being able to read and listen," he said.
Get Physical
Burton invites students to learn through movement. She asks her second-graders to put their hand on their head when they hear the "sound of the week" or one of their vocabulary words.

She said students learn sight words better when they write the each letter of the word in the air-combining kinesthetic, visual and auditory learning.
Make it Relatable
"A teacher's job is to help students make the connections to make sense in their world," said Steve Merrell.

He encourages his students to read a text and then apply it to their own experience. Recently, his students read an article about why kids play video games and whether they are beneficial or not. The article integrated into the curriculum as the basis of a research project and debate topic.

"It's just a solid curriculum to springboard into student interest," he said. "It's about feeding that energy that comes out of these lessons."

The stories fourth-graders in Sherri Anderson's class read to study specific grammatical elements are often about what they are experiencing socially or what they are learning in other classes.

"A lot of what we're learning and reading about are things the kids can really relate to," said Anderson.
Get on their level
Students learn best when reading material is on their level.

Althos' digital reading program provides differentiated reading texts for all subjects for middle school students. Students read the same passage, but to ensure it is neither too easy or too difficult, the program customizes the length, vocabulary and text complexity to individual levels of literacy.

"There's just a lot of autonomy for the student and I think, ultimately, that's what transitions a student from being reluctant in their reading and their engagement with reading," said Steve Merrell.

The range in reading abilities is most significant in a kindergarten classroom. Through the digital differentiated curriculum, homework and assignments are customized to each child-whether they are approaching, on, or above grade level.
Make It Fun
Teachers at Athlos incorporate movement, music and games into reading activities.

In Kindergarten classrooms, literacy is a lot of listening to stories, singing songs, and playing games.

For reluctant readers, it's important to find a book they enjoy.

"The hardest thing is to find out what they're really interested in," said Burton. She said when a child is exposed to a variety of books, they will eventually find what sparks their interest. And once they find a series they like, they are motivated to read the subsequent books.

Steve Merrell tries to incorporate a variety of assignments to shake up and unlearn the hatred for reading students may have. He wants students to discover the joy of indulging in a story as well as realize that reading is a tool to learn anything they want to.
Point it out
Parents may be surprised by Steve Merrell's final advice-follow along the words with your finger as you read.

He believes tracking is an advanced reading skill. Everyone (even adults) could read more efficiently if they track with a finger or pencil.
Time is everything
Teachers agree reading 20 minutes daily should be part of everyday homework, even during the summer.

Valerie Loredo, a first grade teacher, said the minutes add up quickly. Kids who read 20 minutes per day are exposed to more vocabulary and perform better on standardized tests.

Burton wants parents to realize the focus on literacy for young students is paramount for academic success.

"If they don't read by third grade their chances are very diminished to catch up," she said.

# data[].attributes.attachment_link.title
11 ways that Utah teachers say parents can help their students gain literacy skills | Murray Journal

# data[].attributes.attachment_link.description
By Jet Burnham | j.burnham@mycityjournals.com On the same page Teachers at Athlos Academy know that parent involvement is key to their child's development of literacy. "We want to teach the parents as well as the students that reading is important and that we all need to be on the same page with it," said Athlos Public Relations Specialist Courtney Haake.

# data[].attributes.body
Children should be reading and writing every day

# data[].attributes.attachment_link.readable_text
Learn All Year Long

Kids and teens should read and write even when they are out of school. Why is this so important?
Download the flyer (PDF)
ReadWriteThink has a variety of resources for out-of-school use. Visit our Parent & Afterschool Resources section to learn more.
Why Use This Tip

Why Use This Tip
back to top
Children become good readers one book at a time. But how do you help a child choose the right books? You don't have to be an expert in reading levels to guide a child to books that entertain, enlighten, and challenge (without overwhelming).

You may be accustomed to choosing books for the children in your life. But did you know that selecting a book is a useful skill that a child can and should learn? Choosing a book independently teaches a child that we seek books for different reasons. With some simple strategies, you can help a child to be a savvy book selector. You also can help him or her choose books that are neither too easy nor too hard. Much like Goldilocks found when she crashed at the three bears' house, the books a child picks can be just right!
back to top
What to Do

1. As early as you can, introduce the idea that we read for a purpose, even if that purpose is pure enjoyment. Ask the child: What type of book are you looking for today—and why? With older children you can ask: Are you looking for fiction (made up) or nonfiction (factual)? Ask them to explain their choice.

2. Encourage a child to spend time browsing a selection of books at a library or bookstore. If this is overwhelming try organizing the books you already have at home and letting your child browse through them. You can separate them by fiction (made-up stories) and nonfiction (factual). Or you can put them in different bins by ability level or type (picture books, chapter books, and so on). Talk about the type of book in each container.

3. Give the child authority over choosing books to read. Say "yes" as often as you can. A book that the child wants to read is the one you want to take home. Don't worry if a book seems short, too easy, or has pictures. Graphic novels (stories told in comic book frames) are a great way to hook a reluctant reader. And looking at pictures is a perfectly acceptable way to read a book.

4. Let the child know it's OK if he or she doesn't like a particular book. Use a not-so-great selection as an opportunity to understand more about reading skills and preferences. Could it be the book was just a little too difficult for the child to tackle alone? Here's a simple rule of thumb for younger readers: Let them keep track of how many words they didn't know. If they count five or more on a page, the book was probably too challenging for an independent read. Use the Was This the Right Book for Me? worksheet to encourage a more detailed thumbs up or thumbs down.

5. If the child really wants to read something you know is beyond his or her ability, solve it by reading it aloud together. You can take turns reading and define unfamiliar words as you go. That way the child will avoid the frustration and enjoy the added bonus of your company!

6. If you'd like to know more about what's recommended for a child's age and grade, visit your local library or bookstore. Browse the sections, which usually group books based on the reader's skill level. Ask questions there, too. And look at a book's back cover for info about the age the publisher had in mind. A child's teacher or school librarian can be a great source, too. Not only do these folks know what's age-appropriate, they usually know the hot books among kids. If they can't keep it on the library shelves, chances are your child will like it!

7. If the child has really enjoyed a book, look for other books by the same author.

8. Additional online resources for books include:

# data[].attributes.attachment_link.title
Help a Child Choose a Book - ReadWriteThink

# data[].attributes.attachment_link.description
Kids and teens should read and write even when they are out of school. Why is this so important? Download the flyer (PDF) ReadWriteThink has a variety of resources for out-of-school use. Visit our Parent & Afterschool Resources section to learn more. Why Use This Tip back to top Children become good readers one book at a time.

# data[].attributes.body
Children should be reading and writing every day

# data[].attributes.attachment_link.readable_text
Learn All Year Long

Kids and teens should read and write even when they are out of school. Why is this so important?
Download the flyer (PDF)
ReadWriteThink has a variety of resources for out-of-school use. Visit our Parent & Afterschool Resources section to learn more.
Why Use This Tip

Why Use This Tip
back to top
Children become good readers one book at a time. But how do you help a child choose the right books? You don't have to be an expert in reading levels to guide a child to books that entertain, enlighten, and challenge (without overwhelming).

You may be accustomed to choosing books for the children in your life. But did you know that selecting a book is a useful skill that a child can and should learn? Choosing a book independently teaches a child that we seek books for different reasons. With some simple strategies, you can help a child to be a savvy book selector. You also can help him or her choose books that are neither too easy nor too hard. Much like Goldilocks found when she crashed at the three bears' house, the books a child picks can be just right!
back to top
What to Do

1. As early as you can, introduce the idea that we read for a purpose, even if that purpose is pure enjoyment. Ask the child: What type of book are you looking for today—and why? With older children you can ask: Are you looking for fiction (made up) or nonfiction (factual)? Ask them to explain their choice.

2. Encourage a child to spend time browsing a selection of books at a library or bookstore. If this is overwhelming try organizing the books you already have at home and letting your child browse through them. You can separate them by fiction (made-up stories) and nonfiction (factual). Or you can put them in different bins by ability level or type (picture books, chapter books, and so on). Talk about the type of book in each container.

3. Give the child authority over choosing books to read. Say "yes" as often as you can. A book that the child wants to read is the one you want to take home. Don't worry if a book seems short, too easy, or has pictures. Graphic novels (stories told in comic book frames) are a great way to hook a reluctant reader. And looking at pictures is a perfectly acceptable way to read a book.

4. Let the child know it's OK if he or she doesn't like a particular book. Use a not-so-great selection as an opportunity to understand more about reading skills and preferences. Could it be the book was just a little too difficult for the child to tackle alone? Here's a simple rule of thumb for younger readers: Let them keep track of how many words they didn't know. If they count five or more on a page, the book was probably too challenging for an independent read. Use the Was This the Right Book for Me? worksheet to encourage a more detailed thumbs up or thumbs down.

5. If the child really wants to read something you know is beyond his or her ability, solve it by reading it aloud together. You can take turns reading and define unfamiliar words as you go. That way the child will avoid the frustration and enjoy the added bonus of your company!

6. If you'd like to know more about what's recommended for a child's age and grade, visit your local library or bookstore. Browse the sections, which usually group books based on the reader's skill level. Ask questions there, too. And look at a book's back cover for info about the age the publisher had in mind. A child's teacher or school librarian can be a great source, too. Not only do these folks know what's age-appropriate, they usually know the hot books among kids. If they can't keep it on the library shelves, chances are your child will like it!

7. If the child has really enjoyed a book, look for other books by the same author.

8. Additional online resources for books include:

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Help a Child Choose a Book - ReadWriteThink

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Kids and teens should read and write even when they are out of school. Why is this so important? Download the flyer (PDF) ReadWriteThink has a variety of resources for out-of-school use. Visit our Parent & Afterschool Resources section to learn more. Why Use This Tip back to top Children become good readers one book at a time.

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Children should be reading and writing every day

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Learn All Year Long

Kids and teens should read and write even when they are out of school. Why is this so important?
Download the flyer (PDF)
ReadWriteThink has a variety of resources for out-of-school use. Visit our Parent & Afterschool Resources section to learn more.
Why Use This Tip

Why Use This Tip
back to top
Children become good readers one book at a time. But how do you help a child choose the right books? You don't have to be an expert in reading levels to guide a child to books that entertain, enlighten, and challenge (without overwhelming).

You may be accustomed to choosing books for the children in your life. But did you know that selecting a book is a useful skill that a child can and should learn? Choosing a book independently teaches a child that we seek books for different reasons. With some simple strategies, you can help a child to be a savvy book selector. You also can help him or her choose books that are neither too easy nor too hard. Much like Goldilocks found when she crashed at the three bears' house, the books a child picks can be just right!
back to top
What to Do

1. As early as you can, introduce the idea that we read for a purpose, even if that purpose is pure enjoyment. Ask the child: What type of book are you looking for today—and why? With older children you can ask: Are you looking for fiction (made up) or nonfiction (factual)? Ask them to explain their choice.

2. Encourage a child to spend time browsing a selection of books at a library or bookstore. If this is overwhelming try organizing the books you already have at home and letting your child browse through them. You can separate them by fiction (made-up stories) and nonfiction (factual). Or you can put them in different bins by ability level or type (picture books, chapter books, and so on). Talk about the type of book in each container.

3. Give the child authority over choosing books to read. Say "yes" as often as you can. A book that the child wants to read is the one you want to take home. Don't worry if a book seems short, too easy, or has pictures. Graphic novels (stories told in comic book frames) are a great way to hook a reluctant reader. And looking at pictures is a perfectly acceptable way to read a book.

4. Let the child know it's OK if he or she doesn't like a particular book. Use a not-so-great selection as an opportunity to understand more about reading skills and preferences. Could it be the book was just a little too difficult for the child to tackle alone? Here's a simple rule of thumb for younger readers: Let them keep track of how many words they didn't know. If they count five or more on a page, the book was probably too challenging for an independent read. Use the Was This the Right Book for Me? worksheet to encourage a more detailed thumbs up or thumbs down.

5. If the child really wants to read something you know is beyond his or her ability, solve it by reading it aloud together. You can take turns reading and define unfamiliar words as you go. That way the child will avoid the frustration and enjoy the added bonus of your company!

6. If you'd like to know more about what's recommended for a child's age and grade, visit your local library or bookstore. Browse the sections, which usually group books based on the reader's skill level. Ask questions there, too. And look at a book's back cover for info about the age the publisher had in mind. A child's teacher or school librarian can be a great source, too. Not only do these folks know what's age-appropriate, they usually know the hot books among kids. If they can't keep it on the library shelves, chances are your child will like it!

7. If the child has really enjoyed a book, look for other books by the same author.

8. Additional online resources for books include:

# data[].attributes.attachment_link.title
Help a Child Choose a Book - ReadWriteThink

# data[].attributes.attachment_link.description
Kids and teens should read and write even when they are out of school. Why is this so important? Download the flyer (PDF) ReadWriteThink has a variety of resources for out-of-school use. Visit our Parent & Afterschool Resources section to learn more. Why Use This Tip back to top Children become good readers one book at a time.

# data[].attributes.body
Children should be reading and writing every day

# data[].attributes.attachment_link.readable_text
Learn All Year Long

Kids and teens should read and write even when they are out of school. Why is this so important?
Download the flyer (PDF)
ReadWriteThink has a variety of resources for out-of-school use. Visit our Parent & Afterschool Resources section to learn more.
Why Use This Tip

Why Use This Tip
back to top
Children become good readers one book at a time. But how do you help a child choose the right books? You don't have to be an expert in reading levels to guide a child to books that entertain, enlighten, and challenge (without overwhelming).

You may be accustomed to choosing books for the children in your life. But did you know that selecting a book is a useful skill that a child can and should learn? Choosing a book independently teaches a child that we seek books for different reasons. With some simple strategies, you can help a child to be a savvy book selector. You also can help him or her choose books that are neither too easy nor too hard. Much like Goldilocks found when she crashed at the three bears' house, the books a child picks can be just right!
back to top
What to Do

1. As early as you can, introduce the idea that we read for a purpose, even if that purpose is pure enjoyment. Ask the child: What type of book are you looking for today—and why? With older children you can ask: Are you looking for fiction (made up) or nonfiction (factual)? Ask them to explain their choice.

2. Encourage a child to spend time browsing a selection of books at a library or bookstore. If this is overwhelming try organizing the books you already have at home and letting your child browse through them. You can separate them by fiction (made-up stories) and nonfiction (factual). Or you can put them in different bins by ability level or type (picture books, chapter books, and so on). Talk about the type of book in each container.

3. Give the child authority over choosing books to read. Say "yes" as often as you can. A book that the child wants to read is the one you want to take home. Don't worry if a book seems short, too easy, or has pictures. Graphic novels (stories told in comic book frames) are a great way to hook a reluctant reader. And looking at pictures is a perfectly acceptable way to read a book.

4. Let the child know it's OK if he or she doesn't like a particular book. Use a not-so-great selection as an opportunity to understand more about reading skills and preferences. Could it be the book was just a little too difficult for the child to tackle alone? Here's a simple rule of thumb for younger readers: Let them keep track of how many words they didn't know. If they count five or more on a page, the book was probably too challenging for an independent read. Use the Was This the Right Book for Me? worksheet to encourage a more detailed thumbs up or thumbs down.

5. If the child really wants to read something you know is beyond his or her ability, solve it by reading it aloud together. You can take turns reading and define unfamiliar words as you go. That way the child will avoid the frustration and enjoy the added bonus of your company!

6. If you'd like to know more about what's recommended for a child's age and grade, visit your local library or bookstore. Browse the sections, which usually group books based on the reader's skill level. Ask questions there, too. And look at a book's back cover for info about the age the publisher had in mind. A child's teacher or school librarian can be a great source, too. Not only do these folks know what's age-appropriate, they usually know the hot books among kids. If they can't keep it on the library shelves, chances are your child will like it!

7. If the child has really enjoyed a book, look for other books by the same author.

8. Additional online resources for books include:

# data[].attributes.attachment_link.title
Help a Child Choose a Book - ReadWriteThink

# data[].attributes.attachment_link.description
Kids and teens should read and write even when they are out of school. Why is this so important? Download the flyer (PDF) ReadWriteThink has a variety of resources for out-of-school use. Visit our Parent & Afterschool Resources section to learn more. Why Use This Tip back to top Children become good readers one book at a time.

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Practice Letters and Sounds Using Online Games - ReadWriteThink

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Find three fun online games that are designed to help children learn to recognize letters and how they sound.

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Easy ways to build a child's understanding of individual sounds

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Five "playing with sound" games to help children develop their phonemic awareness.

March 27, 2017 - Author: Kittie Butcher, Michigan State University Extension, and Janet Pletcher, Lansing Community College

According to Teresa Byington, associate professor of early childhood education, University of Nevada, "We can help our children develop their phonemic awareness and the best way is to play games with them as part of regular, daily routines."

Literacy experts tell us that reading and writing skills begin with the language skills of speaking and listening. As children develop language, their skills grow more and more refined. So, in the early years, even though they may be using words, they are not necessarily hearing the individual sounds in words-the phonemes.

We can help our children develop their phonemic awareness, and the best way is to play games with them as part of regular, daily routines. Michigan State University Extension has gathered a few games that can easily be played when you are waiting in line at the grocery store, riding in the car or just hanging around. The skill development in these games goes from the easiest to the most difficult. Don't be surprised if your child cannot be successful at all of these activities right away. Experts tell us that phonemic awareness may not be fully developed until 5 years old or more.

Keep in mind your child's developmental abilities. Remember to make it fun and start with easy answers. As your child learns the game, they can offer you challenges.

Five "playing with sound" games

Blending or combining sounds together

This is what we do when we are speaking words. We take the individuals sounds in the word and combine them to make a recognizable word. To highlight this process for young children, you can play a game with your child to emphasize the sounds in words. Use "slow talk"-simply drag out the sounds in words most children recognize. The word "snail" would be said "sssss-nnnn-aiaiaiai-lllll" (four sounds in total). Then your child is given a minute to guess how the word usually sounds.

Segmenting or breaking sounds apart

This is what we do when we separate the sounds in words to highlight them. We can use the same word "snail," only let your voice break between the sounds like this: sss (stop) nnn (stop) aiaiai (stop) lll (stop). Again, give your child a minute to identify the word. To coach your child, you can repeat the sounds more rapidly so that it sounds more like the word than a collection of sounds.

Deleting or eliminating sounds

This is what we do when we begin a word but make the last sound of the word silent, such as "snai..." This is more difficult for children, so we may need to scaffold the process by using the word in a sentence, such as, "I looked under a leaf and I found a little animal crawling-a snai...".Of course, you can also eliminate the beginning sound, too.

Substituting or replacing a sound with a different sound

This is a game children play with each other sometimes as they sing a song, such as "W illoughby Wallaby Woo." That song is fun because it uses children's names, but you can use other simple words. It's easier if you begin with an example such as "get" and "net," then ask, "What other sounds could we use to make a similar word?"

Generating or thinking of words with the same or similar sounds

This is an even more challenging activity and sometimes it is easier to use alphabet cards to accompany your conversation. Your child chooses an alphabet letter, you both repeat the sound of that letter and then you ask, "What words begin with this sound?" Children may need a prompt such as suggesting they look around for objects that begin with this sound. You can also incorporate the "I Spy" game, giving a clue to your word with the initial sound the word makes.

The whole point is to make the interaction a fun process rather than an "assignment" where you expect your child to give a "performance." Laura Bongiorno, director of the early childhood graduate program at Champlain College, tells us that "play is a child's context for learning," and, as we all know, literacy begins at home.

This article was published by Michigan State University Extension. For more information, visit http://www.msue.msu.edu. To have a digest of information delivered straight to your email inbox, visit http://www.msue.msu.edu/newsletters. To contact an expert in your area, visit http://expert.msue.msu.edu, or call 888-MSUE4MI (888-678-3464).

Tags: early childhood development, family, language and literacy development, msu extension, social and emotional development

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Playing with sounds leads to phonemic awareness

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Five "playing with sound" games to help children develop their phonemic awareness. March 27, 2017 - Author: Kittie Butcher, Michigan State University Extension, and Janet Pletcher, Lansing Community College According to Teresa Byington, associate professor of early childhood education, University of Nevada, "We can help our children develop their phonemic awareness and the best way is to play games with them as part of regular, daily routines."