| Some children are just natural readers. They love to | | | | various phonics sounds is reinforced much sooner |
| explore different books and are always picking up | | | | when the examples you are using follow the same |
| reading skills just by naturally being involved and around | | | | type of theme. This limits the potential for confusion |
| reading environments. Other kids have more difficulty | | | | and loss of interest that may occur if you jump all over |
| with the printed language and need to relate a sound | | | | with seemingly unrelated items. |
| to a particular configuration of alphabet and letters. | | | | Much of teaching reading through phonics is using |
| This will be the essence of your phonics instruction. It is | | | | visual examples of the words and letters that make up |
| these phonics skills that enable kids to sound out the | | | | the sounds. Use and create displays for the child. Use |
| words and letters that they see. As a parent, this can | | | | labels and cards that have the name of the child's toy |
| be a very effective way to get the child started | | | | so they can sound out the word and match it with their |
| reading. Helping the child sound out the words and | | | | favorite toy(s). Remember in the beginning we are |
| letters that they see... Phonics. | | | | attempting to focus on the 'short' vowel sounds. |
| Generally within the subject of phonics, the best place | | | | In summary, much of learning phonics is repetition so |
| to begin is by teaching the child the short vowel | | | | be creative with your teaching tools. Use a theme as |
| sounds. The long vowel sounds are just a repeat of | | | | much as you can. This is much more effective than |
| the alphabetic letter itself. A good way to get and | | | | haphazardly jumping around using non associated |
| keep the child's interest during the phonics process is | | | | items. |
| to use examples (pictures or something tangible | | | | Be enthusiastic and reward the small successes as |
| around the house) of something that interests them. | | | | your child works with your phonics activity and begins |
| For example, most children will exhibit a high interest in | | | | to learn to read and you'll develop a skill that will grow |
| animals. As a general rule, try to keep your phonics | | | | rapidly within the child. |
| examples theme related. The repetition of learning the | | | | |