How to Tutor Very Young Students with Reading Problems

In recent years, much has been written about effective beginning reading instruction. Most professionals agree that early literacy instruction should include (a) phonemic awareness activities; (b) instruction in letter-sound relationships; (c) instruction in sounding out words and recognizing simple...

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Bibliographic Details
Published in:Preventing school failure 2003-10, Vol.48 (1), p.42-44
Main Authors: Denton, Carolyn, Parker, Richard, Hasbrouck, Jan E.
Format: Article
Language:English
Subjects:
Beginning Reading
Children & youth
Curricula
Dramatic Play
Early intervention
Education
Emergent Literacy
Family Environment
Family Influence
Games
Illiteracy
Instructional Materials
Learning disabilities
Phonemic Awareness
Phonemics
Phonics
Phonology
Preschool education
Reading
Reading Comprehension
Reading Difficulties
Reading Failure
Reading Instruction
Reading Skills
Sentences
Sight Vocabulary
Success
Syllables
Teachers
Teaching
Teaching Methods
Tutoring
Vowels
Word Recognition
Young Children
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Summary:In recent years, much has been written about effective beginning reading instruction. Most professionals agree that early literacy instruction should include (a) phonemic awareness activities; (b) instruction in letter-sound relationships; (c) instruction in sounding out words and recognizing simple high frequency words at sight, (d) reading simple connected text to practice beginning reading skills; and (e) using interesting stories to teach comprehension. When young children have not mastered these skills, extra tutoring is required to prevent continued failure. This article presents several tips on how to tutor very young students with reading problems.
ISSN:1045-988X
1940-4387
DOI:10.1080/1045988X.2003.10871079