Improving Reading Skills for Intermediate Readers — Part II by Dr. Edward E. Green

Improving Reading Skills for

Intermediate Readers — Part II

by Dr. Edward  E. Green

General Manager of Family Literacy Centers, Inc. 

Children who are in the intermediate reading stage are progressing as readers. They usually

can read simple books and stories - those that don’t have too many hard words and that are not too

long. Although they probably know most of the common sight words and can sound out most words, many children are not yet independent readers. That is, they are not ready to strike out on their own with difficult or lengthy reading materials. But they are on their way! That is the goal - to help them gain the skills and love of reading that will enable them to be independent readers. 

Studies show that people who read a little faster remember more and enjoy reading more.

Many parents worry that they are not trained to teach their youngster how to read. The good news

is that they don’t have to be. The biggest challenge is to create a desire to read. Children at this

age are moving toward independence. Continue to help them find materials they love to read. It’s

important to get children to read - and read a lot! That is what will build both interest and skills. It’s

a circular thing: The more they read, the more they like to read. The more they like to read, the more they read, understand, apply, and enjoy life. Reading is a skill like any other. It takes practice to be good at it. Because success in reading goes to the youngsters who read the most, a parent’s challenge is to motivate their child to read many books. Here are some suggestions:

(1) Find books that your youngster will love to read — even if it may take some doing. You might start by finding out something about your child’s interests. If a child loves to draw, there are

many books about artists or children who draw. There are thousands of books available to appeal to every interest and reading level. Children think they are really beginning to read once they get into chapter books. Librarians are wonderful resources for book ideas. One local librarian/school teacher gave this advice for 8 year olds: 

Most boys like the Dean Hughes books. They are short

and exciting. They move right along. And for girls The

American Girl Series are popular. Some girls check out

four and five at a time. These are the stories based on

the historical dolls that the girls all want. One thing

that’s nice is that there’s a little bit of history mixed in.

Nancy Drew and the Hardy Boys are still

popular with these age groups. 

Librarians usually are a walking fountain of knowledge about books and in addition to what’s in their heads, they can provide book lists, or put you onto some adult books that recommend reading materials for children of various ages and abilities. 

(2) Another thing parents can do is provide frequent opportunities to read. In order to read well, a youngster has to read a lot. Schools typically allow not enough time per day for reading so help from home is essential.  Children need at least 15 minutes of reading time - every day. Thirty minutes is better. Parents need to be firm in scheduling time every day for reading. To add variety,

older children can read to younger ones occasionally. And don’t forget to make time when the family can read together. Children can take their turn reading. Make reading a privilege. Consider small rewards.

MOM:

You can stay up 15 minutes later tonight if you want

to readin bed a while.

DAD:

Because you cleared the table, I’ll do the dishes and you can

read for as long as it takes me. 

(3) Another way to make reading enjoyable is to read together. Reading to children gives them the opportunity to hear literature that is more advanced than they can read. The exposure to more complex material stimulates growth in the areas of critical thinking and vocabulary. It encourages children to improve their reading skills so that they can access more complex books independently.

Also, give your youngster a chance to read to you. Make this a very relaxed experience. Be very positive. Hold back on the criticism. Shared reading - I’ll have a turn and then you have a turn - is a fun way to give your child practice reading aloud. Show interest in what your child is reading. Have little talks about the books both of you are reading. 

MOTHER:

So what are you reading these days?

CHILD:

“Weasel.”

MOM:

Is it any good?

CHILD:

Oh, it’s awesome!

MOM:

So what’s so good about it?

CHILD:

It’s just really exciting. It’s about this child, see? And his

dad turns up missing. And he’s been hurt and left for dead

by this awful Indian hunter called Weasel. So this child and

his sister have to go out and find him and . . . . [FADE] 

You might have to be prepared for some endless book reports, but it’s worth it. It really helps to relate a book a youngster is reading to real life. You could read about something and then visit a museum. Or talk to somebody who is an expert in a field your child is interested in. This approach is especially helpful with reluctant readers.  Some children read way below level and need special

help with skills or comprehension. There are a few things parents can try, as long as reading is not made into drudgery. If your child is a slow reader because he or she still points to individual words, encourage the use of a card to train the eye to look at chunks of words; then start sliding the card down the page. 

(4) To encourage fluency, you might try timing a paragraph, and then having the child try to beat the speed for a small sticker or prize. This has to feel like a fun game, though. If it makes your child tense, don’t do it. If comprehension is the problem, asking a few questions can help a youngster look for meaning. Sometimes children can read all the words, but don’t have a clue what they mean. 

CHILD [READING]:

“Come in!” cried the King, with a boom, boom, boom.

Today we battle in the tub!”

DAD:

So what are they going to do in the tub?

CHILD [BLANK LOOK]:

Huh?

DAD:

The king says, “Today we battle in the tub.”

You know what a battle is?

CHILD:

Oh. A battle! That means they are going to fight.

[HE PROCESSES THAT IDEA] In the bathtub?

CHILD:

“Help ! Help! cried the Page when the sun got hot.

King Bid, uh, B.”

DAD:

You can break that word down into two parts and sound it out.

The first part is…

CHILD:

B-uh Bid.

DAD:

Now the last part. It starts with a ‘g.’ You know this word.

CHILD:

Good. King Bidgood.

DAD:

Absolutely correct! 

If children are reading far below level, and these suggestions don’t help them make progress, get additional help from any local a Family Literacy Center in your area.