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Showing posts from March, 2021

CVC Puzzles Short Vowel O

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  3 Types of readers in children Whether you are a parent or teacher, working with children and helping them learn to read is rewarding. I had the opportunity to teach 6 year olds this past year and I have observed that there are three types of students: strong readers, emerging readers and weak readers. Strong readers  have good phonemic awareness and are excellent decoders. (Please refer to my introduction to phonemic awareness and decoding words) Emerging readers  are on the way and are expanding their knowledge of phonics sounds and applying it to decode familiar and unfamiliar words. Weak readers  need frequent prompts for segmenting and blending the sounds together. In severe cases, they may even struggle to remember letters and consonant sounds. HOW DOES THE BRAIN PROCESS WORDS? ·           Through Phonological awareness (i.e learning the sounds of words) and orthography (spelling of words). Skilled readers were able to process the word by seeing the letters “chair” faster compa
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How To Develop Print Awareness

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Reading. An important skill to develop in early learners. Some children pick it up faster, while others may take a longer time or even struggle to read. If you want your child to have a head start at reading, it is important to instil the love of books and stories from the start. Read to your child and cultivate the love of books at a young age. I cannot stress this enough (that even a baby is not too young to read). A baby learning to read? Well, not literally. But when he hears your voice, a lot of things are taking place. The baby learns to decipher the tones in your voice. They also piece the words they hear and the pictures together thereby acquiring vocabulary used in speech as they grow. Introducing books to your child from the beginning helps him develop Print Awareness. Print Awareness 1. It is the knowledge of how to handle a book. For example, text is read from left to right and top to bottom. 2. To identify the front and back cover as well as the spine of the book. 3. To id
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