Reading is not so easy

Fewer and fewer children are reading well and fluently. This is a problem, because reading is an important cultural technique – perhaps the most important of all. Most of the enormous flood of information, mainly newspapers, books and the Internet,can only be tampered with through the ability to read.

Those who cannot read become outsiders, not only at school, but also later. In the supermarket, on the authority and at the conclusion of contracts – he will always look for ways not to expose himself to embarrassing situations in the first place.

Regular reading improves a child

Reading is not just about the knowledge of the letters, and how to connect them, but rather about a meaningful, fast, quiet, inner reading. The human brain must have already stored familiar words and word elements, so that it does not have to painstakingly read the meaning of individual syllables or words. Every child likes different topics, so it’s important to recommend books to your child that interest them. You build up motivation to read and your child will enjoy it.

10 book tips for children – what should my child read?

Patience and recognition increase motivation

A meaningful promotion of reading gradually builds up a secure vocabulary. It remains on a par until the child can cope with it with great certainty. In addition to the familiar and if possible already automated words or word images, new ones are slowly being added.

There are four different reading levels

1. Recognizing names

The name “Mama” is withheld from only one person – this is an important insight for Sandra. Names allow the child to name something and therefore get something that he cannot point the finger at, because you can’t see it right now. This realization leads to a rapid spread of their vocabulary in almost all young children. You become aware of the importance of a name for things, people or activities as placeholders.


2. Recognizing signs and symbols

The children observe their environment with great interest. Soon they realize that certain signs repeat themselves and are used as placeholders for meaning. And so the first major hurdle of learning to read is overcome when, for example, a child connects the sign “Children’s playground” with the real playground.

Even well-known company logos, such as the Mc Donalds sign, the Coca Cola symbol or the Mickey Mouse, quickly recognize children and easily assign them to the associated content. Many children now like to claim that they can already read. And indeed, this first “reading” of signs awakens the child’s interest in our complicated written language and should be encouraged.

3. Assigning sounds to letters

If a child understands that certain images stand as placeholders for words, they have come very close to reading. Now it usually wants to try to write and read things familiar and well-known to him. This usually starts with your own name or the name of close family members.

The word OMA can also be read quickly by a preschooler, because it imprints the word image. Without knowing or naming the individual letters, it reads the whole word OMA when presented in exactly this spelling. In another word, however, it cannot select, recognize, or identify any of these letters without further practice.

4. Recognizing syllables and words

It is now a matter of recognizing sound-letter relationships and gradually applying them more and more safely. When learning the letters, it is important to include all the senses in order to build up a secure knowledge of letters. It is painted, hummed, sung, danced or even a difficult letter is modeled.

Subsequently, vowels can be linked to consonants (m – o) and later syllables (mo -ma) with each other. The principle of reading is recognized. If the child can safely recognize and read simple syllables, easy books for self-reading become interesting.

Reading training with index cards and the stumbling word method

When children have difficulty reading, they are usually very difficult to get a book in their hands. Too often they have experienced that their reading ability is not enough to maintain a tension arc or to complete the story itself.

With each new attempt, therefore, their frustration increases and the desire to read decreases. This is not good, because to learn to read there is no other way than to train the reading yourself over and over again.

Poor-reading pupils need motivating learning methods

Parents and teachers need to find a way to motivate low-reading students to read. Only in this way can it be possible in the long term to create the child’s feeling of wanting to read.

As soon as this own drive is awakened and there is also stamina, nothing stands in the way of a successful reading process. As for example, with the tasks of the stumbling words method with short texts on index cards.

Write small texts on index cards or stick them on, in each sentence there must be a superfluous word hidden that does not belong there. Your child will only find it if he or she reads carefully.

Your child must:

  • read the story carefully,
  • find 4 words that are superfluous in history,
  • write down these 4 words on the back of the index card,
  • and from their initial letters to compose the respective solution word.

Switch different reading methods

Replace the evening reading program with the index cards from time to time. You should read the story aloud and find the 4 superfluous words. Then they are written on the back and the solution word can be composed from the initial letters.

If it has found the word on its own, there is of course a small reward. If your child responds well to the stumbling word reading method, it’s worth creating more texts.

To create your own index card texts

Divide a DIN A4 page in your writing program into four equal fields. This is quite simple with the Insert Table function – which they then divide into 2 columns and 2 rows. Write approximately the same amount of text in each field. It’s especially nice for your child to take stories from your own life.

Equip each story with 4 stuffing words that your child needs to find. Make sure that the initial letters of the superfluous words result in a new word. Print the page and paste 4 index cards with it. Finished!

My tip: Divide long texts into card-sized reading pieces

If you want your child to read longer texts for school and have problems with it, you can simplify the task in this way. Take a central part of the story and distribute it on multiple index cards. Incorporate small error words and make reading a puzzle. This also works with factual texts.

Sebastian really enjoys the stumbling word method!

Eight-year-old Sebastian struggles to read. Most stories just don’t interest him, or it’s too tedious for them to capture longer texts. The stumbling words index cards, on the other hand, are really fun.

He does not find the surplus words as a tedious laser task, but as an exciting puzzle. Again and again he asks his parents to create new maps. In the meantime, there is already a large index box full of small texts, which are peppered with stumbling words.

Sebastian’s little sister Marie is also thrilled. At first she only listened, but now she also wants to guess. In this way, Marie learns to start reading by the way and in a playful way. Surely she won’t have any problems with it at school.