A Reading Checklist -- Helping Your Child Become a Reader

There are many ways that you can encourage your child to become a reader. Here are some questions that you can ask yourself to make sure that you are keeping on track:

For Babies (6 weeks to 1 year)

• Do I provide a comfortable place for our story time? Is my child happy to be in this place?
• Am I showing my child the pictures in the book? Am I changing the tone of my voice as I read to show emotion and excitement?
• Am I paying attention to how my child responds? What does she especially like? Is she tired and ready to stop?

For Toddlers (1 to 3 years)

All of the questions above, plus:

• Does my child enjoy the book we are reading?
• Do I encourage my child to "pretend read," joining in where he has memorized a word or phrase?
• When I ask questions, am I giving my child enough time to think and answer?
• Do I tie ideas in the book to things that are familiar to my child? Do I notice if he does this on his own?
• Do I let my child know how much I like his ideas and encourage him to tell me more?
• Do I point out letters, such as the first letter of his name?

For Preschoolers (3 and 4 years)

All of the questions above, plus:

• Do I find ways to help my child begin to identify sounds and letters and to make letter-sound matches?

For Kindergartners (5 years):

	Remember: Children learn step by step in a process that takes time and patience. They vary a great deal in what holds their interest and in the rate at which they make progress.

All of the questions above, plus:

• Do I find ways to help my child begin to identify some printed words?
• Do I let my child retell favorite stories to show that she knows how the story develops and what's in it?

For Beginning First-Graders (6 years):

All of the questions above, plus:

• Do I give my child the chance to read a story to me using the print, picture clues, his memory—or any combination of these ways that help him make sense of the story?

Learning to read is built on a foundation of language skills that children start to learn at birth—a process that is both complicated and amazing. Most children develop certain skills as they move through the early stages of learning language. By age 7, most children are reading.

The following list of accomplishments is based on current scientific research in the fields of reading, early childhood education, and child development [ *** ] . Studies continue in their fields, and there is still much still to learn. As you look over the accomplishments, keep in mind that children vary a great deal in how they develop and learn. If you have questions or concerns about your child's progress, talk with the child's doctor, teacher, or a speech and language therapist. For children with any kind of disability or learning problem, the sooner they can get the special help they need, the easier it will be for them to learn.

From birth to age 3, most babies and toddlers become able to:

• Make sounds that imitate the tones and rhythms that adults use when talking.
• Respond to gestures and facial expressions.
• Begin to associate words they hear frequently with what the words mean.
• Make cooing, babbling sounds in the crib, which gives way to enjoying rhyming and nonsense word games with a parent or caregiver.
• Play along in games such as "peek-a-boo" and "pat-a-cake."
• Handle objects such as board books and alphabet blocks in their play.
• Recognize certain books by their covers.
• Pretend to read books.
• Understand how books should be handled.
• Share books with an adult as a routine part of life.
• Name some objects in a book.
• Talk about characters in books.
• Look at pictures in books and realize they are symbols of real things.
• Listen to stories.
• Ask or demand that adults read or write with them.
• Begin to pay attention to specific print such as the first letters of their names.
• Scribble with a purpose (trying to write or draw something).
• Produce some letter-like forms and scribbles that resemble, in some way, writing.

From ages 3-4, most preschoolers become able to:

• Enjoy listening to and talking about storybooks.
• Understand that print carries a message.
• Make attempts to read and write.
• Identify familiar signs and labels.
• Participate in rhyming games.
• Identify some letters and make some letter-sound matches.
• Use known letters (or their best attempt to write the letters) to represent written language especially for meaningful words like their names or phrases such as "I love you."

At age 5, most kindergartners become able to:

• Sound as if they are reading when they pretend to read.
• Enjoy being read to.
• Retell simple stories.
• Use descriptive language to explain or to ask questions.
• Recognize letters and letter-sound matches.
• Show familiarity with rhyming and beginning sounds.
• Understand that print is read left-to-right and top-to-bottom.
• Begin to match spoken words with written ones.
• Begin to write letters of the alphabet and some words they use and hear often.
• Begin to write stories with some readable parts.

At age 6, most first-graders can:

• Read and retell familiar stories.
• Use a variety of ways to help with reading a story such as rereading, predicting what will happen, asking questions, or using visual cues or pictures.
• Decide on their own to use reading and writing for different purposes;
• Read some things aloud with ease.
• Identify new words by using letter-sound matches, parts of words and their understanding of the rest of a story or printed item.
• Identify an increasing number of words by sight.
• Sound out and represent major sounds in a word when trying to spell.
• Write about topics that mean a lot to them.
• Try to use some punctuation marks and capitalization.

***Based on information from Preventing Reading Difficulties in Young Children, a report of the National Research Council, by the Committee on the Prevention of Reading Difficulties in Young Children, 1998; and from the Joint Position Statement of the International Reading Association (IRA) and the National Association for the Education of Young Children (NAEYC), 1998. For the complete references, see the Bibliography. [ Return to text ]

Date last updated: Monday, March 6, 2006 3:38 PM

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