Teaching a child to read is one of the most inspiring experiences I’ve ever had. It’s also, as many of you probably know from your own experiences as parents and educators, one of the most challenging. As a teacher and tutor, I’ve worked with all levels of readers, from the very reluctant to the extremely gifted. I’ve also taught reading and writing to older students with learning disabilities and high needs. Out of my years of practice, I’ve discovered a few skill-building strategies that work really well for readers and writers of all levels.

1. Combine words with sounds and movement. Identify a new or unfamiliar word that’s used throughout the book you’re reading, and clap each time that word is used on the page. I’ve noticed that this builds focus and word recognition as well as engagement. Putting a sound effect or voice change to a word also works really well—and puts kids at the edge of their seats, anticipating that next hilarious moment when mom or dad starts talking funny!
2. Recognize that pre-reading is equally as important as the actual reading that follows. I had my struggling readers look at the cover and browse the pages of the book we were about to read, then tell me what they thought the book was about based on the images they saw. I’d stop them briefly during to write down some of the key vocabulary words they used in their storytelling on separate pieces of paper, visual reminders of their story. That way, when we read the actual story together, they could recognize the word and physically hold it, creating the important connection between pre-reading and reading.
3. Create “word champs.” Every week, I’d assign each kindergarten student of mine a word that was “theirs” for the week, giving them a colorful badge displaying their word to wear in class. It was their job to spell the word for the class and define it using their own words. I also challenged them to use the word at some point during class that week, with extra kudos for using it at home! At the end of the week, they gave the class a summary report of where they saw or heard their word during the week. I encouraged them to bring in books, pictures and magazines from home that used the word as well. The great thing about the word champs idea is that it’s something that can be easily scaled down to work at home, and it can easily be adapted for older kids.

I’m a firm believer in making reading a fun, exploratory experience. Although I recognize the importance of quiet one-on-one reading, I do try to balance traditional, passive reading activities with hands-on, visual reading and writing projects. It works!