Knowing what reading on grade level looks like for your child could help indicate whether or not your child is a struggling reader. There are certain skills students should master at different grade levels. One way to find these skills would be to look at the grade level standards. More information about what your child is doing at school and what they should know and be able to do is available in this section.
Children with delayed speech, who say very few words, who have trouble pronouncing words, or who have difficulty expressing feelings verbally may have trouble learning to read.
|What strong readers do:||What struggling readers do:|
|Good readers use pictures, their knowledge of sounds and letters, letter blends and the shapes of words.||They don't use all the clues in the surrounding print and by the time they get to the end of the sentence, all meaning is lost.|
|Experience of subject matter and the flow of language to help them make sense of the text that is laid before them.||They haven't grasped the flow of language or looked for meaning in other areas of the text, such as pictures etc.|
|They self correct; if something doesn't make sense, they will try it again and go back and correct themselves.||The reader gets caught up in a vicious circle, whereby because they are not good at it, they don’t do it often enough which then makes it even harder for them to catch up.|
|Reading is very much a holistic experience for them and they look for meaning in the words they read.||Typically, poor readers don't look for what the text means. They look at it letter-by-letter, word-by-word.|
Good readers ask questions as they read, and they keep reading to find the answers.
• Good readers evaluate what they read by asking the following questions after they've finished reading: How do you feel about the story and why? Could this story really happen?
Poor readers often do not...
• draw on background knowledge as they read;
• make predictions as they read;
• visualize the events of a text as they read;
• recognize confusion as they read;
• recognize a text's structure /organization as they read;
• identify/recognize a purpose for reading;
• monitor their strategy use according to the purpose for reading the text;
Good readers make predictions about what will happen next.
Good readers use pictures and other details to predict what might happen in a story, or to figure out things the author doesn't say directly.
When predictions are based on the story, all are correct. Predictions make it easier to understand what comes next and significantly add to the enjoyment of reading. It is rewarding to anticipate where the plot may lead, and then watch it unfold. Often an author will purposely lead the reader to a false expectation, so that the reader can enjoy the surprise of a different outcome. The reader will never have surprises if he/she has made no predictions. Getting new readers to trust their predictions, and to recover when their predictions are wrong, is a critical part of empowering students with the skill of understanding.
Good readers understand what they read. They reread, find answers to questions and change predictions as they get new information.
|Notice WHO writes the books they read||Do NOT notice authors|
|Talk about books and stories with others||Do NOT talk about books/stories|
|Consider what they already know about the topic||Do NOT preview or think about what they know before reading|
|Establish a purpose for reading||Do NOT know purpose for reading|
|Constantly check their comprehension to be sure they understand||Do NOT self-check comprehension|
|Pay attention to the task of reading||Do NOT know what they have read when they have "finished"|
Good readers always come across new words and they use clues to figure out how to say the words and what they mean.
Have your children do the following:
• Read to the end of the sentence or paragraph to see if it makes sense. Sometimes the words around a new word can help.
• Sound out the letters or word parts. How does the word begin? How does the word end? What word parts do you know?
• Look for other clues. Look at pictures or think of other words that look like the new word.
Good readers can often see a pattern or the direction that the author is going.
Infer the author’s attitude toward the subject and the audience
|Often have a difficult time seeing patterns of behaviors or seeing other than what is blatantly obvious – implied thoughts are frustrating and bewildering.|
|Generally good readers make fewer miscues than less proficient readers, they may actually make as many or more miscues involving pronouns and simple function words – the so-called basic sight words. This occurs because they are reading to construct meaning, rather than to identify words.|
|A good reader can summarize a story by telling the main points. Have your child give you a summary of the story. Have him/her tell you the characters, the setting, the problem, the events and the ending of the story. If he/she is reading an informational story, he/she can tell you the main points and the details.|
Reading Rockets provides guidance.
Learn more about the standards that define the knowledge and skills Arkansas students should have in order to be ready for college and careers.Learn More
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