Academic Achievement For All—When Are Children Ready to Learn?

SnipBlog107aWow!  You’ve come a long way, baby! In the 1980s and 1990s, educators and policy-makers were jumping on the bandwagon to provide free kindergarten programs in all public schools. The reasoning then was that after a year of kindergarten, every child would finally enter first grade ready to learn.

Fast-forward to 2015. Now policy makers are clamoring for academic preschool programs so that every child will enter kindergarten ready to learn.

The president proposed that we should provide full day preschool programs for all kids, even though it is well documented that current preschool programs like Head-Start have limited success.

“Head Start has an impact on 4-year-olds’ language and literacy skills while they are in Head Start, but these early gains are not sustained as the children develop and move into the early school years. Furthermore, there is no evidence of impacts on children’s math ability, pre-writing skills, or teacher assessments at the end of Head Start, at the end of kindergarten, or at the end of 1st grade. In other words, the children in the Head Start group ended their Head Start year with moderately higher skills than their counterparts in the control group, but this advantage did not lead to longer term gains when they were in school. At the end of 1st grade, they end up at the same point as the children who were not given access to the program…The Head Start group scores are not statistically different from the control group scores in kindergarten and 1st grade.”  (1)

Not many years ago kids were expected to start learning the ABC’s at age six when they entered first grade. Now it is no longer acceptable for students to enter kindergarten expecting to be taught everything they need to know to move on to first grade. If they don’t know at least some letters and sounds, they are already behind. In a decade or two from now, will we be saying that kids still don’t know enough, therefore we need to provide a full school day for three-year-olds so they will enter preschool ready to learn?

Administrators in my district say they want to “focus more effort on connecting with early learning and child care providers to ensure that they are equipped to help children prepare for kindergarten.” (2)

Maybe we should stop and think about this!  If putting kids in school a year earlier didn’t achieve the desired results back then (since our test scores have remained flat), what makes us think putting children in school yet another year earlier will work now?  A number of studies demonstrate that starting children in school at age four can actually be detrimental to their achievement.

Do we really think that all four-year-old children should be in school for a full day? Not everyone does. Education Corner writes, “Even though children in daycare programs can develop intellectually, children benefit most when parents stay at home with their children and educate them.” (3)

If they are not going to go to school, what should preschoolers be doing? Playing, of course! Play gives children the opportunity to learn to be self-directed, to persevere, focus attention, imagine, experiment, discover, problem-solve and create. Too much formal education at a tender age may detract from this very important part of child development.

Young children learn things informally, from parents and siblings. During parent or caregiver interactions, children learn that something is big or little, sweet or sour, smooth or rough, loud or soft, light or dark, red or blue. Parents naturally teach their preschoolers basic concepts like colors, shapes, counting, sorting, etc.

Children are listening and talking and expanding their vocabulary. We know that exposure to adult conversation with rich vocabulary usage will increase young children’s use and understanding of complex vocabulary words. Parents should be reading books aloud to young children which also helps develop vocabulary. A large vocabulary is linked to better reading comprehension and more successful decoding. Learning to read is critical for school success.

Some children are ready to learn to read as young as age four. I know a few of them. But most children at this age need to be physically active in play, and will not thrive in a formal academic setting. Play helps young children’s brains develop. A number of studies show that play-based preschool learning is good for kids. (4)

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Some will argue that preschool helps children become better socialized, learning to take turns and share. That’s what parents used to teach kids along with their brothers and sisters and friends before formal schooling began! Unfortunately, far too many children are not taught considerate behavior prior to entering school and teachers are now expected to fill in the gaps. This steals time away from formal learning for these children and for those around them who are affected by their lack of self-control.

It seems that the argument for preschool socialization actually isn’t a very good one. “A study by researchers at Stanford University and the University of California showed negative social­ization in the areas of externalizing behaviors, inter­personal skills, and self-control as a result of even short periods of time spent in preschool centers.” (5)

Some states already have a proven track record with preschool programs. Academic gains favoring children who have attended preschool are quickly lost. “More than a decade after offering students uni­versal preschool, neither Oklahoma nor Georgia has shown impressive progress in students’ academic achievement, as measured by the National Assess­ment of Educational Progress. In fact, in Oklahoma, fourth-grade reading test scores have declined since 1998 when the state first implemented universal preschool. Furthermore, the report notes, ‘by the end of first grade, children who did not attend preschool had skills similar to those of Georgia’s preschoolers.’”  (6)

Years ago, parents kept children home until around age six when they entered first grade, and then they learned the alphabet and how to add and subtract. So why did we start sending children to school at younger ages?

“The kindergarten movement was propelled by the industrial revolution and the introduction of women into the factory labor force…Kindergarten, once a half-day affair required by only 40 percent of US states, has become largely a full-day affair required nationwide. Academics, including math and reading curricula, testing and grades, are now the norm in many schools. Programs for younger children have expanded as well…Having your child cared for outside of the home, once looked down upon as an abrogation of a mother’s maternal instinct, is now a socially accepted practice. Indeed, those parents who choose not to put their children in out-of-home settings are the ones perceived as insufficiently concerned with their child’s welfare.”  (7)

The big question is when do we decide that enough is enough?  When are children too young for schooling? When do we stop requiring more academic achievement from children at ever younger ages?  We have seen little gain in test scores in the years since we began providing kindergarten for all children and I strongly suspect it won’t happen when we provide full day preschool for all children either. Let’s let kids be kids a bit longer and let them imagine and build and learn through play until they are really ready to learn.

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References:

1- http://www.acf.hhs.gov/sites/default/files/opre/hs_impact_study_final.pdf  (Chapter 4, page 15)

For more information on Head Start, see this:  http://aspe.hhs.gov/hsp/strengthenheadstart03/report.htm

And this:  http://www.heritage.org/Research/Reports/2009/05/Does-Universal-Preschool-Improve-Learning-Lessons-from-Georgia-and-Oklahoma

2- http://www.statesmanjournal.com/story/news/education/2015/01/14/salem-keizer-kindergarteners-room-grow/21737253/

3 – http://www.educationcorner.com/importance-of-early-childhood-education.html

4- http://www.newscientist.com/article/mg22029435.000-too-much-too-young-should-schooling-start-at-age-7.html#.VLbhiivF_dY

5- http://www.heritage.org/Research/Reports/2009/05/Does-Universal-Preschool-Improve-Learning-Lessons-from-Georgia-and-Oklahoma

6- http://www.heritage.org/Research/Reports/2009/05/Does-Universal-Preschool-Improve-Learning-Lessons-from-Georgia-and-Oklahoma

7- http://www.communityplaythings.com/resources/articles/2010/history-of-early-childhood-education

Information on Early Literacy: http://nieer.org/resources/policybriefs/10.pdf

 

 

Learning to Talk & Learning to Read – Part 1

Some educators in the past have postulated that learning to read happens easily and naturally and is just like learning to talk. But is this theory true?  If so, why is virtually everyone who can hear able to speak, but not everyone can read easily and with little effort?  Why is reading so difficult for many children?

Children learn to talk by listening to speech. The process of learning to read is actually quite different than the process of learning to talk. Reading involves visually matching written symbols to speech sounds and then learning to decode those symbols. This is the first of two charts that show you the steps involved in each process.  Part 2 will be posted next week.

Diagram

 

Is Reading Achievement Improving?

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News reports this month lauded improvements in reading achievement but there has been very little improvement in the eleven years since 2002 as you can see in this graph from the NAEP website:  http://nationsreportcard.gov/reading_math_2013/#/gains-percentiles

To access reading scores in place of mathematics scores, click on the bar just under the caption, “Are higher and lower performing students making gains?”

READ SnipHere is their explanation of the terms, basic, proficient, and advanced:

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Several years ago in the Introduction to Sound Bytes Reading, I wrote:

 According to the National Center for Education Statistics, 34 % of fourth graders in the USA read at only a basic level and another 34% read below a basic level.  In eighth grade, 43 % read at a basic level and 27% read below a basic level.  Our goal should be for all students to become proficient readers, yet 68% of fourth graders and 70% of eighth graders cannot read at a proficient level.

Recently the following statement about the 2013 Nation’s Report Card was made by the president of The Center for Education Reform, Kara Kerwin:

It’s a disgrace and truly incomprehensible that after decades of mediocrity, we celebrate today the fact that only 34 percent of our nation’s 8th graders can read at grade level and only 34 percent are proficient in math.

http://www.edreform.com/2013/11/cer-statement-on-the-2013-nations-report-card/

Other news sources made these statements:

While overall performance remains poor, this year’s report card does show improvement. Nationally, math scores were higher in 2013 than they have been since 1990 for both grades and for all student demographic groups. What’s more, the percentage of students who scored “advanced” on the tests was higher in 2013 than in any year since 1990.

http://www.usnews.com/opinion/blogs/nina-rees/2013/11/11/nations-report-card-shows-progress-in-reading-and-math

The latest National Assessment of Educational Progress from the U.S. Department of Education shows that many high school seniors are graduating unable to read at grade level, and one in four cannot read at even the most basic level.   Just 38 percent of 12th graders were proficient in reading.

http://abcnews.go.com/US/nations-report-card-shows-american-students-struggle-reading/story?id=12186446

In an EdWeek.com article, “NAEP Results Show Math Gains, But 4th Grade Reading Still Flat,” Erik Robelen wrote:

The nation’s 4th and 8th graders have inched up in mathematics, new test data show, but the results are more mixed in reading, with 4th grade scores flat compared with two years ago.  Overall, achieving proficiency in reading and math on the National Assessment of Educational Progress, known as “the nation’s report card,” remains an elusive goal for the majority of American students. Only about one-third reached that level or higher in reading.

http://www.edweek.org/ew/articles/2011/11/09/11naep-2.h31.html

The 2013 Nation’s Report Card can be seen here:

http://nces.ed.gov/nationsreportcard/subject/publications/main2013/pdf/2014451.pdf

Have we really improved reading achievement?  Not much.  But we could improve a lot more if we followed the guidelines outlined in the April 2000 “Report of the National Reading Panel.” They outlined what a good reading program should include:  Phonemic Awareness instruction, Systematic Phonics Instruction, Vocabulary Instruction, Guided Oral Reading, Independent Reading, Fluency Instruction, and Comprehension Instruction.

http://www.nationalreadingpanel.org/publications/summary.htm

The components of a good reading program should not be taught in isolation.  Children who are learning to read should be learning the sounds of the letters, decode words using those same letter-sounds, and read a story using the words they just learned. Make sure students know the meanings of new words before reading a story. If students can decode well, fluency will not be difficult. Check comprehension by asking questions about the story.  Let’s follow good practice and improve reading instruction!

Dyslexia—What Is It and What Can We Do About It?

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Is your child struggling with learning to read?  Is your child dyslexic? What is dyslexia?

Webster’s New World Dictionary defines dyslexia as “impairment of the ability to read, often as the result of genetic defect or brain injury.”  The online Encarta Dictionary defines it as “impaired ability to understand written language; a learning disorder marked by severe difficulty in recognizing and understanding written language, leading to spelling and writing problems.  It is not caused by low intelligence or brain damage.”

When a child is not learning to read, parents may wonder if there is something very wrong with their student.  Parents are often advised to see an eye doctor (not necessarily a bad idea) and/or to have the student evaluated by a specialist. While optometrists may effectively evaluate deficiency in eyesight, they are not usually trained in the causes of reading difficulties, so parents need to be cautious.

Many students who are struggling with learning to read will be doing some or all of these things:

  • Guessing at unknown words based on the first letter of the word or the shape of the word (Example: saying “horse” instead of “house”)
  • Guessing at unknown words by looking at the pictures for clues (eyes are moving all over the page—this is sometimes diagnosed as an eye-tracking problem)
  • Skipping over words
  • Sometimes saying “a” in place of “the”
  • Looking frequently at another reader’s face instead of looking at the text on the page
  • Repeating lines of text slightly after another reader (when several students are doing choral reading together)
  • Not reading fluently (reading is choppy, not smooth and expressive)
  • Not knowing what they read after reading it (low comprehension)

There is good news.  Whether or not a struggling reader has been diagnosed as dyslexic, he or she can learn to read.  Researchers have discovered that the brains of students who can read look different than the brains of students who cannot read—BUT—after those students were taught to read, their brains looked the same as the brains of good readers.  Learning to read changes a child’s brain!

“…using new before- and after- images that show what happens to children’s brains after they get systematic, research-based reading instruction, the images show that the right teaching methods can actually normalize brain function and thereby improve a child’s reading skills.”   See Brain, See Brain Read… American Psychological Association, January 2, 2006. https://www.apa.org/research/action/reading.aspx

Researchers believe that children who have difficulty learning to read may have more difficulty gaining phonological awareness—that is understanding how sounds map to letters of the alphabet—so they will need more explicit instruction in how that works.  That means that these students will not figure reading out by themselves and will need to be systematically taught the sounds of letters and how the letters work together to make words.

Benita Blachman, PhD, of Syracuse University, and her colleagues reported in 2004 that children in second- and third-grades with poor word-reading skills who got eight months of instruction in letter sounds and spelling while reading text (an experimental group), instead of regular remedial-reading programs (a control group), showed significantly greater gains in reading real words, non-words and passages, in reading rate and in spelling. When re-tested a year later, they had mostly held those gains. (See Brain, See Brain Read… https://www.apa.org/research/action/reading.aspx)

While there are a number of phonetic reading programs that are available, not all of them are student and parent friendly.  Some are very expensive. Some require keeping a notebook and doing a lot of copy work.  Some use special markings that are not in regular story books and which may confuse children.  Most require that a student learn all of the sounds of the phonograms (alphabet letters and combinations of letters) before beginning to read stories.  Programs like this can be difficult for students who are already struggling with reading.

If your child is struggling with reading, and you want a strong phonetic reading program, try Sound Bytes Reading. Sound Bytes Reading is affordable, student and parent friendly, and can help  your child quickly become a successful reader.  Is your child dyslexic? Struggling reader?  Not anymore!

www.SoundBytesReading.com

Sound Bytes Reading: Top Ten Blogs in 2013—Part 2

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6 – Diagnosing Children with Reading Problems

This blog post will begin to address the difficulties of struggling readers and how parents can begin to understand the problem and help their students.  Reading can break down at any of these points when students are not explicitly taught the sound patterns in English.  We will cover each step in the next few blog posts.  Part One in a Series of Fivehttp://bit.ly/10jioWR 

7 – Preparing Young Children to Learn

What makes children ready to learn? What can parents do to help prepare their children to learn?

Whether your children will be attending school or are homeschooled, they need to be prepared to learn.  Being prepared to learn involves many things.  This includes developing self control, learning to pay attention, managing your time so you can get assignments done, and a willingness to co-operate with others and take turns.  Educational leaders have labeled these things as “soft skills.” Read more here: http://bit.ly/14t04Li

8 – Preparing to Learn—Teach Children How to Clean Up

Children appreciate cleanliness and a sense of order in their lives—but they don’t usually know how to achieve it. It is our job to teach our children how to clean up after they play and how to keep their things organized so they will be prepared to learn when they begin school. Read more:  http://bit.ly/15dX8Pm

9 – 12 Great Activities to Help Prepare Young Children for School

Child’s play is really child’s work.  You can easily provide your children a wide variety of fun activities that will help them develop small motor coordination and finger strength and dexterity. This will also help them be well prepared for school activities. Here is a list of 12 activities that can help your older preschoolers develop their skills and prepare them for more formal learning.  Read more:  http://bit.ly/11wo55q

10 – Why Is Reading So Difficult For My Child?

Does your child frequently guess at unknown words by saying another word that has the same beginning letter? Does your child look at the pictures for clues?  Were you told he/she has “eye-tracking” problems? After reading a passage, is your child unable to tell you what it’s about (low comprehension)?  Does he/she have problems with fluency (not reading smoothly)?  But this same child may be a whiz at math, easily remember in detail anything that you read aloud, and be highly skilled in other areas.  Why does your child have so much difficulty with reading?  Read more:  http://bit.ly/1a092nC

Bonus: You Can Teach Your Struggling Child to Read – Now!

Is your child a struggling reader?  Have you tried to help your child learn to read and it just doesn’t seem to click?  Learning to read does not come easily for many children, so you are not alone.  Many people will tell you that your child just needs to wait longer—but for most kids that’s just not true!  You can help your child become a strong competent reader.  Read more:  http://bit.ly/1c0a81z

 

Sound Bytes Reading: Top Ten Blogs in 2013—Part 1

SnipBlog691 – All Students Reading at Grade Level by the End of Third Grade? 

The goal:  Every child reading on grade level by the end of third grade?  No!  The goal should be:  Every child reading on grade level by the end of first grade!  With this goal in mind, we must  use effective research-based reading interventions as soon as we see children start to fail—before the end of first grade—and before they have fallen so far behind their peers that many of them will never catch up at all. Teach every child to read by the end of first grade!  Read more:  http://bit.ly/145VDFK

2 – Spelling for Beginning Readers – Part 2

This blog is part of a series on spelling.  It includes a game to help your children learn to spell.  Beginning readers often ask us how to spell words they want to write.  When students ask you to spell words, you can help them develop phonemic awareness by telling them the sound of each letter in the word as they write instead of telling them the names of the letters.  This is what phonics is about—learning to associate letters with speech sounds rather than learning words as a whole unit.  The more we use the sounds associated with the letters the more quickly students will remember them and use them when trying to spell words.  Read more:  http://bit.ly/VFdeTD

3 – Spelling for Beginning Readers – Part 3

Spelling is an important part of learning to read.  Learning to spell helps students learn to read and reading phonetically can help students learn to spell.  If you give your beginning students word lists that have consistent spelling patterns, they will learn to spell much more quickly and they will not forget what they have learned.  Read the blog here:  http://bit.ly/Wj1UJV

Get the FREE Spelling Game for beginning readers here:  http://soundbytesreading.com/assets/files/Spelling-Game-for-Beginning-Readers.pdf

4 – Five Spelling Tips for Teaching Beginning Readers 

Our brains are designed to recognize patterns that make sense.  For beginning or struggling readers, learning that is based on consistent patterns will make reading and spelling new words much easier.  Here are five tips to help you teach spelling.  Read more:  http://bit.ly/11TpQcL

5 – Should You Continue to Read Aloud to your School Age Children?

Reading books that are above your children’s reading level will help to increase their vocabulary. Even though they can read for themselves, older children enjoy having longer stories read aloud to them.  Get the book list and read more here: http://bit.ly/ZlKWw

Next week: Part 2

You Can Teach Your Struggling Child to Read – Now!

Is your child a struggling reader?  Have you tried to help your child learn to read and it just doesn’t seem to click?  Learning to read does not come easily for many children, so you are not alone.  Many people will tell you that some children just need to wait longer—but that is just not true!

Children struggle with reading because the method used to teach them is too difficult or it introduces too many new things at one time.  If your child is taught in a sequential step-by-step way that allows him/her to focus on only one new letter-sound a day and practice reading that new letter-sound in a story that does not include anything the child has not learned yet, you will see your child begin to experience success in reading and grow in confidence.

One of my children had difficulty with reading (the only one that I did not teach at home first) and I was told that my child might not be “ready” to learn to read until 3rd grade—but I knew that was not true.  So I taught my child every day after school. That child was at the top of the class in reading at the end of the year. If I had waited as recommended, it would have been very difficult to catch up later on.

Here’s what one parent wrote to me:

“I had spent week looking for the perfect reading instruction book. First of all let me start by saying what an awesome, awesome, awesome, awesome (and I can’t say it enough) book Sound Bytes Reading is. My daughter has dramatically improved in her reading plus she keeps saying reading is so easy. She went from being a struggling reader to the very best in her class in a few weeks!! Your book makes reading so much fun. Particularly, for me as an extremely busy working parent with a tight schedule, it was easy for me to follow and teach.  My kid never once got confused or overwhelmed. She continues to excel and exceed reading expectations for her grade level. Your book is so well sequenced; every child would no doubt feel like a winner reading from your book.  (Ida Joiner-Elliott, Technology Executive, Sugar Land, Texas)

Another parent wrote:

“I wanted to tell you what a wonderful book you have written. My daughter has always struggled to read and up until January she had never been reading at grade level. My husband and I read with her each night, talked with her teachers, and shopped for different “How to Learn to Read” books and tapes. From everything I read regarding early readers, if you weren’t at grade level by the end of first grade there was an 80% chance you would never read at grade level. This was a terrifying thought since [she] is very bright and excels in all other subjects.  “When Mom gave Sound Bytes to my daughter we could see the change take place over the course of the next six weeks. Prior to this time she would actually say that she just wasn’t going to be able to read. With this book she felt successful. Your way of zeroing in on a few sounds in each chapter was just the approach she needed. Also, she enjoyed reading the book. Some nights it was a struggle to get her to put the book down. Currently she is reading just above grade level. Thank you so much for this wonderful book. It has been a critical part of my daughter’s success in reading.”  (Stacy Smith, Parent)

A parent with a four-year-old beginning reader wrote this:

“My 4 year old son and I loved Sound Bytes Reading. The book is comprehensive and covers reading, spelling, writing, and testing. It goes step-by-step and has fun stories. It also covers more phonics and blends than other books I looked at. The program is so easy and takes about 15-30 minutes a day. (This is not one of those reading programs that make the process of reading so complicated that they intimidate you.) By the middle of the book my son was reading easy to read books from the library and sounding out new words without difficulty. Every day he asks to read to me. It’s one of his favorite activities.”  (Theresa Nelson, Author, English Teacher, and Parent)

If you love to read and you want your child to love reading also, it is difficult to see him/her struggle with reading.   Don’t wait to help your struggling reader. Parents, you can help your child learn to read in as little as 15 minutes a day whether he/she is a struggling reader or a beginning reader.  In just four months (with instruction given five days a week), your child can be reading at a beginning third grade level.  Try it and you’ll love the results!

 

You can read Cathy Duffy’s recent review of Sound Bytes Reading here:   http://cathyduffyreviews.com/phonics_reading/Sound-Bytes.htm

Cathy Duffy is the author of 101 Top Picks for Homeschool Curriculum.

Spelling for Beginning Readers – Part 2

Beginning readers should be learning to read decodable stories and they should be learning to spell the same decodable words they are learning to read.  Reading can enhance spelling acquisition and proper spelling instruction can enhance reading ability.  Spelling and reading are opposite directions on a two-way street.

Learning to spell will enhance phonemic awareness (the ability to hear and break words down into their individual sounds) and phonemic awareness improves reading ability.

Some children want to spell and write words before they can read.  Beginning readers often ask how to spell words they want to write when they draw pictures. When students ask you to spell words, you can help them develop phonemic awareness by telling them the sound of each letter in the word they want to write instead of telling them the names of the letters.

This is what phonics is about—learning to associate letters with speech sounds rather than learning words as a whole unit.  The more we use the sounds associated with the letters the more quickly students will remember them and use them when trying to spell words.

Spelling is easier for beginning readers if you teach it using phonetically consistent word lists.  Use the words from the decodable story your child is reading.  Make a game of spelling. You can purchase magnetic letters or plastic letter tiles, use wood tiles from a Scrabble game, or you can make your own letter tiles on the computer and print them onto heavy cardstock.

Look for next week’s post—a simple spelling game to try with your beginning readers.

If you wish to purchase letter tiles you can find magnetic or plastic ones here:

http://bit.ly/124GmWc    -or-    http://bit.ly/ViTbqC    -or-    www.abcstuff.com

Beginning Reading and Learning Handwriting – Part 1

Some children are interested in learning to write at a very young age while others are not interested at all.  Learning to write A-B-C’s and numbers and one’s name are considered to be very basic writing skills and some children learn how to do these things before entering school.

Some school programs teach children to write only capital letters in kindergarten and then teach writing lowercase letters in first grade.  They do this because it is easier for children to write capital letters when they begin to learn to write.  Children who learn to write only the uppercase letters may find reading difficult until they have also learned to recognize and write lowercase letters.  This can have a negative effect on early reading because stories are written mostly in lowercase letters. Capital letters in stories are used only where necessary, such as at the beginning of sentences, for proper nouns, and in titles.

There are many handwriting practice booklets on the market that will help your student learn to write letters.  Some programs begin with vertical and slanted strokes and then combine them to make letters such as: A, E, F, H, I, K L, M, N, T, V, W, X, Y, and Z. They then move on to teaching students to form circles and half circles and then teach them to write these letters:  B, C, D, G, J, O, P, Q, R, S, and U.

If children are able to write capital letters they can learn to write lowercase letters. These are just a bit more difficult because they have more curved lines (a, b, c, d, e, f, g, h, j, m, n, o, p, q, r, s, and u) than capital letters do.  Many handwriting booklets just present letters in alphabetical order.  Keep in mind that short practice sessions are easier for young students to tolerate than long sessions. You can determine which type of handwriting program is best for your student.

If you want to teach writing and spelling in conjunction with learning to read as recommended in Sound Bytes Reading, have your students practice writing lowercase letters in the order that they are presented in the reading program.

You Can Teach Your Child To Read! Week 10

If you have enjoyed this series on teaching your child how to read and would like to continue, you can purchase Sound Bytes Reading – Teach Anyone to Read at: http://www.amazon.com/Sound-Bytes-Reading-Beginning-Children/dp/0982066600