Parent Resources

Matching of words

• Can the child follow words precisely as he reads?
• Does the child read all the words on the page?

Directionality

• Does the child read in a left to right manner?
• Does the child start at the top of a page?

Finding a known word

• Can the child locate known words in a text if asked?

Finding an unknown word

• Can the child locate a word which has caused difficulty?

Searching for cues

• Does the child attempt to use all three cueing systems as he reads?

Meaning

Does the child rely on meaning (semantics) first as he reads?

Does the child ask himself "Does that make sense?" as he reads?

Does the child use the pictures to help him understand the meaning?

Structure

Does the child use what he knows about language (syntax) to help him read?

Does the child ask himself "Does that sound right?" as he reads?

Visual

Does the child attend to the visual aspects of words (word analysis) as he reads?Does the child ask himself "Does that look right?" as he reads?

Does the child use a known word to help him with an unknown one?

Does the child have enough knowledge of basic phonics to help him with unknown words? 

Monitoring

• Does the child realize he has made an error in reading?
• Does the child stop to correct an error when reading?

Cross-checking on cues

• Does the child cross-check one cueing system against the others?
• Does the child use two or more cueing systems to correct an error?

Rereading

• Does the child go back to the beginning of the sentence to re-establish the "flow?"
• After making an attempt at a word, does the child read ahead to see if it makes sense and sounds right?
• Does he go back to reread if it does not?

Finger pointing

• When using word analysis with an unfamiliar word, does the child point to the word to focus on it?
• Does an early reader point to every word as he reads to help him focus on the words?

Vocalizing attempts

• When attempting an unfamiliar word, does the child say the attempt aloud, listening to himself?
• Does the child get his mouth ready to say the initial sound of a word as he reads?

Fluency

• Does the child read familiar stories with fluency?
• Does the child read with expression?
• Does the child read conversation easily?

• Is the child flexible in using the three cueing systems in concert?
• Is the child flexible in using learned material from one context to another?
• Is he willing to take risks?
• Is he able to try various approaches when one does not prove successful?

Self-selection

• Can the child select material which is appropriate for him to read independently?
• Is he purposeful in his selection of a book?

Interest

• Does the child interact with the text in a way that demonstrates that he sees a purpose for his reading?
• Does the child see reading as both informative and entertaining?
• Does he enjoy reading?

Independence

• Has the child become a successful reader who has adopted the strategies and procedures necessary to continue making progress independently?
• Does he take the initiative and control the process in his reading?

Self-awareness

• Is your child able to appreciate his progress in reading?
• Is your child aware of the things he does that are successful in his reading?
• Does he see himself as a reader?
• Is your child satisfied with his reading progress?
• Is he confident?
• Is he proud?

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