Raising Kids Who Read: What Parents and Teachers Can Do- Book Review

A few weeks ago I posted about reading resources for parents and mentioned Raising Kids Who Read: What Parents and Teachers Can Do by Daniel T. Willingham. I purchased the e-book version because I was too excited to wait for Amazon to deliver a paper copy, which was a blessing because I read it on my phone and Kindle over the last few weeks. It took me much longer to read than I anticipated because I couldn’t stop highlighting and writing notes.

Since I started teaching I’ve been on a quest to find a book to help parents (and teachers) address reading concerns and I believe I have finally found it! This book is truly one of a kind. Willingham’s writing voice is superb. He speaks to the reader as a fellow parent/educator with a calm demeanor. He never makes the reader feel incompetent nor does he command or belittle the reader.

One of my favorite ideas from this book is to start now. The introduction states this and it is repeated many times throughout the text. I love that Willingham doesn’t make parents or teachers feel that it’s too late. Many feel that by the time a child is in middle school it’s too late to improve reading skills and motivation, but Willingham constantly denies this with realistic, supportive ideas for adults.

The book starts off with a great explanation of general reading information including: the role of sound, the role of knowledge in comprehension, and motivation. As an educator, I loved his clear explanations of phonics and the role of sounds in reading. I was one of the those children who struggled with phonics, which resulted in my reading struggles and repeating kindergarten. I think if my parents had read the excerpt below during my struggle period it would have helped them understand.

“If reading is a code between written symbols and speech sounds, it’s going to be hard to learn the code if you can’t hear those sounds. Lots of research indicates that this reasonable supposition is right. Children who have trouble learning to read often have difficulty hearing individual speech sounds. At the other end of the spectrum, children who more or less teach themselves to read turn out to hear them easily. This relationship between the ability to hear speech sounds and reading is not unique to learning to read English— you see it across languages. So we have our first clue about how we can help kids become good readers: help them with this auditory challenge.” (Willingham, Daniel T. (2015-02-24). Raising Kids Who Read: What Parents and Teachers Can Do (pp. 12-13). Wiley. Kindle Edition.)

Part one of the text examines reading in birth-preschool age children. My interests the last few months have been on this age group because of my daughter and the two classes I’m teaching, Mommy & Me Literacy and Children & Literacy. The author’s main points in this section are to create a love of reading and to prepare children for decoding. He gives great ideas/suggestions for parents, educators, and child care providers. One of my favorites he mentioned was using word games to help students with speech sounds.

“Here are some examples of word games that help children to hear individual speech sounds: Some children’s songs and rhymes center on word play, for example, The Name Game (“ Dan, Dan, bo-Ban, banana-fana fo-Fan, fee fi-mo-Man. Dan!”) and Apples and Bananas (“ I like to eat, eat, eat, eeples and baneenees”). Classic nursery rhymes use much of this sort of word play. So do Dr. Seuss, Shel Silverstein, and other children’s authors. Sing songs they know, replacing the initial letter of each word with the letter of your choice, for example, “Mary had a little lamb” becomes “Bary bad a bittle bamb.” Find excuses for alliteration: “Great golly! Gobs of grapes!” (Willingham, Daniel T. (2015-02-24). Raising Kids Who Read: What Parents and Teachers Can Do (p. 33). Wiley. Kindle Edition.)

Before a child can read, he or she must be able to recognize letters, which Willingham discusses. One of the easiest ways parents can help children with letter recognition is what Willingham calls “letters in the wild”. Caregivers should interact with children daily with letters they see on billboards, logos, etc. “If you prompt interest in letters in these daily interactions, it’s that much more likely your child will show interest in letters during read-alouds.” (Willingham, Daniel T. (2015-02-24). Raising Kids Who Read: What Parents and Teachers Can Do (p. 36). Wiley. Kindle Edition.)

Part two of the book addresses kindergarten-second grade. I really liked how Willingham starts off this section by discussing the different reading programs used in schools, phonics vs. whole-word, and balanced literacy. Each school district uses a different approach, so it’s important for parents to be aware of the program their school uses. It’s also important to keep in mind that each student learns differently. “Programs vary, and kids’ experiences within a program vary.” (Willingham, Daniel T. (2015-02-24). Raising Kids Who Read: What Parents and Teachers Can Do (p. 83). Wiley. Kindle Edition.)

The author also addresses the hot topic of technology: “With all the power we attribute to technology, that seems like a pretty wimpy effect. But the modest impact is actually typical for educational technology interventions, no matter what the subject: math, science, or history. More disturbing is a point made by researcher John Hattie: when you try anything new in the classroom, you see, on average, this sort of modest boost to student learning. Why? It’s not clear. (My guess is that the excitement of trying something new makes teachers enthusiastic, and that excitement rubs off on students.) The conclusion I’m emphasizing is that educational technology interventions in general (and those targeting reading in particular) have been less successful than we would have expected.” (Willingham, Daniel T. (2015-02-24). Raising Kids Who Read: What Parents and Teachers Can Do (p. 85). Wiley. Kindle Edition.)

Willingham does go on to mention that technology apps and videos vary in quality and how they are embedded. On the flip side, he also does a great job of mentioning how technology can provide individual feedback and other positive ideas (I really appreciate how he can be so calm when discussing hot topic things).

I love that he follows up the discussion of technology with techniques and ideas parents can use at home with their kids. He includes ideas such as: reading with your child, choosing the right book, providing feedback and dealing with reading frustration. Reading is a challenging skill that takes lots of time to develop, so it’s only natural for children to get frustrated with reading while being at home with a parent. The author includes some great ideas for parents on dealing with this frustration.

“I can offer four suggestions if you find yourself frustrated. First, the habit of not talking much is not only good for your child (so she hears mostly her own voice, reading) but also good for maintaining your composure when you’re frustrated. Second, when you do speak, you can usually find an intonation other than frustration that carries your message in a positive way. When my youngest would look to me for help on the same word three times in sixty seconds, my inclination was to shout, “You KNOW this one.” I trained myself to say, “You know this one,” with the intonation of, “You sly dog.” I probably should have said nothing, but at least I used a positive tone. Third, remind yourself that the whole session is only five or ten minutes. Fourth, if you find that you just can’t keep it together, quit. Ask your child to read with you later. Grinding through the process gives a little practice in decoding, but it carries too high a cost in motivation.”(Willingham, Daniel T. (2015-02-24). Raising Kids Who Read: What Parents and Teachers Can Do (p. 90). Wiley. Kindle Edition.)

The final part is third grade and beyond. Since I’ve taught middle school language arts for five years, I was really curious about his thoughts on motivating struggling readers at this stage. Fluency is discussed in great detail in this part of the book, and it’s fascinating how Willingham connects fluency to spelling.  “It would be nice to get kids to fluency faster, especially given that national tests indicate only about half of kids have reached desired levels of fluency by fourth grade. Is there a way to hurry the process along? Three techniques can help. First, explicit spelling instruction seems to improve fluency. Although the spelling knowledge you use to read is not identical to the knowledge you use when you’re thinking about how to spell a word, there is some overlap. So that’s a reason to include spelling instruction in schools, even though we all use word processors with spell-checkers.” (Willingham, Daniel T. (2015-02-24). Raising Kids Who Read: What Parents and Teachers Can Do (p. 137). Wiley. Kindle Edition.). I have worked in environments where administration feels that students don’t need to spend time on spelling after a certain grade, but it is evident that spelling does translate to an increase in fluency.

The next big concept Willingham tackles is reading comprehension. This is the number one struggle I see with struggling readers in middle and high school. The author addressing the importance to reading comprehension strategies which include ideas like activating prior knowledge, listening actively, summarizing, visualizing, etc.

However, it is important to note, as the author does, that texts become increasingly more challenging the older a child gets. By third grade students are starting to read more nonfiction texts (articles, textbooks) and they are expected to understand the material and then interact with it in some aspect. In addition to that, some schools have made the transition to digital literacy. Instead of simply stating a positive or negative stance, the author breaks down and examines the different components which include general tech savviness and the ability to evaluate information. He then follows up his thoughts with information about the digital revolution.

“One change wrought by the digital revolution is that kids are actually reading much more than they used to, even though reading is commonly thought to be in decline.” (Willingham, Daniel T. (2015-02-24). Raising Kids Who Read: What Parents and Teachers Can Do (p. 156). Wiley. Kindle Edition.). If you think about what students today are doing, this makes total sense. Kids are constantly reading tweets, captions on Instagram, blogs posts, etc. They may not be reading novels, but they are constantly reading.

Overall, I am in love with this book. The ideas and suggestions are explained in a clear, concise manner that is extremely user friendly for those not familiar with the education or reading world. It is the perfect book for any parent because it addresses all stages of reading. It is the perfect book for an educator to use to provide parents with guidance.

Reading Aloud Resources for Parents

I’m teaching a Mommy & Me Literacy class in a few weeks and I’ve been doing some research to figure out how I want to structure my class. Normally I would just Google some key words and have information at my fingertips in seconds. However, now that the weather is finally nice, I’ve been going to our local library and I decided to check out some of the books in the parenting section. Our library is very old fashioned (you can check out the Bobbsey Twins), but they do have a wide variety of children’s and parenting books.

To help me navigate the Parent’s Corner, I asked the children’s librarian for some guidance. She is the typical old school librarian, and was more than thrilled to assist me in my search. We chatted about the changes in reading with children today and she made a very good point. It’s not the children that have changed, it’s the parents. Kids still act like they always have (running around, touching everything in sight, etc.) but parents respond and interact differently with their children. She also said that you can tell the parents that read to their children and make literacy a part of their life because those kids go straight for the bookshelves on their visits to the library. Those kids that go straight for the computer are typically ones whose parents are on their phones during the library visit, and use more technology at home.

Since my Mommy & Me Literacy class is about helping moms incorporating literacy into their daily routine, I found the librarian’s comment to be very interesting. Over the years as a teacher I’ve seen different parenting styles, and now as a parent I tend to watch how other parents handle situations, and I would have to agree with the librarian.  Each parent and family has their own way of parenting, and as a new mom I respect that more each day.

I got to thinking, it’s human nature for us to avoid things we aren’t familiar with or good at. In this case some parents are not comfortable with reading to their children which is why they turn to technology. We know why it’s important to read aloud to kids (see previous post), but it can be challenging to find even just five minutes on some days to check email, let alone research reading aloud strategies. Which is what brings me to this post today. I’m going to share some resources that I have been using lately to hopefully help another parent. This post is for parents and early education teachers. 

Podcasts

With the nice weather we’re starting to have I’ve been taking Molly to the park more often. I’ve discovered I enjoy our park time more if I’m listening to something while I walk a few loops around the park, so I’ve started listening to podcasts.

Read-Aloud Revival

This podcast is truly a gem. I struggled finding a good one that focused on literacy, but it was worth the digging. It focuses on motivating your family to read and proviRaising Kids Who Readdes fantastic read aloud suggestions, tips for parents, and just great ideas. They also have a great website that is super user-friendly. The podcast I listened to today was from April 4, 2016 on Raising Kids Who read, which was an interview by author Dr. Daniel
Willingham. One of the best parts of this interview was how they discussed realistic ways to help kids of all ages read more at home. This included how to monitor screen time and leaving books in certain places in the house. Dr. Willingham discussed his book, Raising Kids Who Read: What Parents and Teachers Can Do, which I plan on purchasing and reviewing in the next few weeks.

Reading Rockets

For those of you unfamiliar with Reading Rockets, it’s a fantastic website for parents and educators about reading. I’ve actually used it for multiple graduate school assignments and in my own classroom. Even though there are no recent podcasts, the existing ones are great. They have a few different podcast series for parents and children including: Meet the Author, Watch and Learn, and Meet the Experts. Meet the Author includes interviews of popular children’s book authors, Watch and Learn has videos for teaching reading, and Meet the Experts are interviews of various experts on specific reading topics (spelling, reading today).

Videos

Our children live in an exciting time of technology because there is so much out there that kids and parents can watch.

One Youtube Channel, Children’s Books Read Aloud, actually has adults reading aloud popular children’s books. This is great for parents to watch and listen to get ideas about how to read aloud. It’s also perfect for those days when you don’t have time to read to the kids, but they can watch a video of the book with someone reading to them.

I also came across a quick Ted Talk, Why we should all be reading aloud to children, and I LOVE the way Rebecca Bellingham reads aloud. Even as an adult, you feel captivated by her voice, especially when she uses the different voices. This is great a video just hear how effective a great read aloud can be.

The last video I want to share with you is one done by Pre-K teacher Breeyn Mack, and it’s called Strategies for Reading Aloud to Young Children. There are so many positive things about this video, but the biggest is how she interacts with the text while she’s reading. She demonstrates how to think aloud, read at a good pace, use appropriate voice volume, and more, providing parents and educators with a great demonstration on how to read aloud to little ones. I would love for Molly to have a teacher like her in the future.

Being a teacher first allowed me to become comfortable with reading aloud. I made it a priority to read to my students over the last few years because I saw how invested they became in the stories. If I didn’t have a teaching background I would feel reading is important, but I probably wouldn’t be doing it enough and not as effectively as I would want. If you or someone you know feels this way, these are some great resources for parents and educators to help feel more comfortable and confident in reading aloud.

Toddler Literacy

Last week I discussed literacy in the first year, so today I want to share some information for toddler literacy. In preparing for this class, a lot of my research for toddlers overlapped my baby research information. Many of the same materials we use with babies can also be used with toddlers.

This post is for parents and early childhood educators on literacy in toddler years (from my Facebook class). It includes toddler development information, stages of learning and book suggestions.

get-dressed-max-and-millieYoung Toddlers (12-24 months)

  • Books with children doing familiar things
  • Books about daily routines/customs

Toddlers (2-3 years old)

  • Simple rhyming books that can be memorized
    • Kids this age can say 150-300 words so they can recobig-book-of-colorsgnize those used in rhymes
    • It helps them learn sentence structure and expressing a complete thought
  • Books about counting, shapes, colors, and size

    • Kids this age can distinguish the difference between sizes and colors
    • Foundational skills are developing at this age (numbers and letters)

 

Motor Skillsvery-first-fingertrail-playbook-garden

  • Gross Motor Skills– larger movements
    • Crawling, running, etc.
  • Fine Motor Skills– small movements
    • Using fingers, toes, lips, and tongue
    • These are skills that can be practiced with books

Potty Training

  • Many parents say this is the most stressful part about having a toddler. It’s important to talk to talk to your toddler about going to the bathroom and use books to help him or her get familiar with going potty. potty-training-books

New Siblings

  • Some children have a rough adjustment to welcoming a new sibling. You can help ease the transition by including your toddler in discussing the new baby and by reading books about family.

Special Interests

  • By two years old many children have a special interest. This can be animals, trains, trucks, ballet, etc. Make sure to have plenty of texts to reflect your child’s interests. little-ballerina-dancing-book

Strategies

  • Talk or sing about pictures. This helps with comprehension skills. Some examples include:
    • Who or what is in the picture?
    • What are it/they doing?
    • What color are they? Etc.
  • Show children the words.
    • Point while reading
    • Books with labels
    • Feel free to spell the words out as well
  • Ask Questions.
    • While reading ask comprehension questions that include why, how, and what. Focus on feelings and actions from the story.
    • Encourage your child to ask questions while reading.
  • Let child tell the story.
    • By around 2 ½ or 3, children can memorize a text. Use this to their advantage by letting them “read” stories they memorized so they can embellish and make it their own.
      • This helps with creativity and processing skills.

For more information on toddler books, feel free to follow my Facebook page or check out Usborne Books and More.

 

Literacy in the First Year

I got an idea last week to do Facebook classes for parents on literacy tips for different age groups. My goal is to educate and provide parents with ideas about how to effectively teach their children literacy from birth through childhood. Most of my experience teaching literacy is grades 6-8, but now that Miss Molly has entered the picture, I have been doing a lot of research on infancy literacy.

This post is for parents and early childhood educators on literacy in the first year (from my Facebook class).  It includes infant development information, stages of learning, and book suggestions.

New parents know that reading is important, but many don’t realize that reading to a child from birth is extremely beneficial. I found this great YouTube video from CNN about The Importance of Reading to Babies and used this to get my class started. Some of the highlights from the video include:

*Language, reading and writing skills develop at the same time and go hand in hand.

*Birth-3 years is when 90% of the brain develops

*Language and cognitive outcomes increase when reading to children

*Two biggest benefits of early literacy: the ability to learn and succeed later and strengthens emotional bond with parents

These are great ideas to keep in mind during a little one’s first year.

Literacy During Pregnancy:

*Talk to baby, play music, read to belly

*Create a baby library with a variety of texts (NB-preschool)

*Create a literate environment

-Warm and inviting (colors, pictures, etc.)

-Music (CD player, iPod)

-Texts around the house (magazines, books)

*Usborne has a fabulous Home Library Starter Collection that is perfect for a new baby!

home-library-starter-collection

Newborn-3 Months

*Baby senses are developing, especially sight and sound, so it’s importacloth-baby-booksnt to nurture with literacy
-Sing to baby

-Talk to baby

-Read books with pictures and little to no text on the page

3-6 Months

*Babies start to sit with assistance (makes reading to them so much easier), start to reach and hold objects very-first-playbook(which makes reading more interactive)

-Allow your baby to hold books, help turn pages, etc.

-Use books with common objects

–helps them get familiar with objects and language development

 

6-12 Months

*Babies are more independentvery-first-bus-book

-Let them “play” with books (mix among toys)

-If he/she brings you a book read it to them.

-Have he/she help during reading time (hold book, turn pages)

Tips for All Ages

*Read every day!

-Set reading time (part of bedtime routine)

-On the go reading (doctor’s office, parties, etc.)

*You don’t have to finish the book every time!

*Make the story come alive!

-Use voices, different tones, etc.

For more book options click here.

 

Touchy-Feely and Sight Words in One Book

Having a child can be expensive, so when I see a product that can grow with my daughter I get excited. I’m very picky with choosing books for Molly because I want texts that she can use for years instead of a month or two.

As a new mom, I do a lot of research on how to give my baby a strong start and the most popular suggestion is reading to your child (see previous post for more ideas on this). However, I’ve noticed that as Molly gets older she sometimes needs a little more stimulation, so we have introduced touchy-feely books in our house.

Molly is constantly drawn to bright colors and lights, so I want to read books that are visually appealithats-not-myng to her. She is also starting to grab things more, and we are working on introducing her to new textures. Usborne’s That’s Not My collection is perfect for Miss Molly because of the bright colors, cute themes, and touchy-feely pages. These books are perfect for me because they can be used now and also when she is in preschool and kindergarten.

This post is for parents on how to use the That’s Not My collection at home to engage your young reader.

When I purchased my mini consultant kit in January it came with the That’s Not My Dinosaur book, which is adorable for a little boy. As a girly girl myself, I had to get Molly one of these books that was geared towards a baby girl. I was debating between the Princess and Dolly and decided to go with Dolly this time around (I’m planning to get the Princess and Mermaid soon).

The physical construction of these books is incredible. As with many baby books this one is a board book, but it’s extremely lightweight with thicker pages than other baby books. Molly has seen me hold a book and turn pages for a few months now, but this was the first book she wanted/was able to grab by herself. She was able to lift the book on her own and hold the pages with her four-month-old hands. molly-reading-thats-not-my

The pictures are large and use contrasting colors for little eyes to see everything clearly. Each page has different color schemes, which helps keep Molly engaged longer. The touchy-feely components match the main idea of the page. For instance, the page Molly is on says, “That’s not my dolly. Her hat is too soft.” The touch and feel aspect on this page is the doll’s hat.

One of my favorite things about this collection is how they can also be used with early readers. These books are perfect for helping little ones with sight words and learning to read. Each page has a handful of sight words (to see the Dolch list click here) and is made up of simple, concise sentences that are manageable for young readers.

Some suggestions for using That’s Not My with preschool/kindergarten kids:

*Use them frequently. They are small and light enough to throw in a bag to use while you’re out and about, or read one a day as an activity. They are definitely a quick read, which is all you need sometimes.

*Show off! Kids love to show friends and family when they can do something new. Have your child readthats-not-my-monkey the book (or have them help you) to people the child feels comfortable with. This will not only boost their confidence, but also give them the additional practice.

*Relate the theme to daily life. If you’re taking a trip to the zoo, get your child excited by reading books like That’s Not My Monkey or That’s Not My Lion. There are so many different options so this is quite easy to do, especially if you use them seasonally.

These little books are portable, durable, and adorable. I love how they can be used from infancy all the way through kindergarten. For more information visit my store.

Reading Aloud

Research shows that reading aloud consistently at all ages helps with word recognition, comprehension, higher order thinking skills, and so much more.

I decided to experiment with this idea during my third year of teaching when I was a literacy support teacher for sixth and seventh grade. I was working with students who were below proficient on standardized tests, who struggled with reading, and who didn’t like or want to read. I chose my books carefully (Divergent in 6th and Double Identity in 7th) and started my read aloud. I would read for five minutes at the beginning of every class and we would have a quick discussion based on a question.why-read

To this day, this was the best thing I have ever done as a teacher. It was amazing to see how well my students responded to this activity every day. The fact that I made reading aloud part of my classroom routine was not only good classroom management, but also allowed kids time to appreciate and develop a love of reading. Unfortunately, my supervisor at the time did not agree with my use of class time, and at the end of the year I was non-renewed because I wasn’t a “good fit”. Even now almost three years later, I still wouldn’t change how I spent those first five minutes of my class.

Today’s post is about incorporating reading aloud into daily classroom and home life, so this is meant for both parents and teachers. Sometimes reading aloud isn’t just the adult reading to the child, but can be the child reading to the adult, or a child reading to another child.

Teachers

  1. Class read aloud. For the last few years I have incorporated a read aloud during the first few minutes of my classes. They should be between 5-7 minutes (depending if you have a block schedule or not) and each session should end in some sort of a discussion to check for understanding. This can be done at all grade levels (yes, even high school). Some things to remember for a class read aloud:
    1. Make sure the book is appropriate for the class. The text should be equivalent to the grade level or a little higher. Since the book is being read aloud along with a discussion after every reading, you can challenge students with a more complex text.
    2. The book is engaging! It’s hard to carve out class time in general, let alone every day, so you want to make it worth the time. Choose a text that will have students excited to read, and that you enjoy.
    3. Be consistent with the time. When I taught in a block schedule I would read for seven minutes then post a question for kids to respond to for about a minute, then we would discuss answers for two minutes. When I taught in a 40- minute class, I cut my reading time down to five minutes and responsepartner-reading sharing down to one minute. It’s so important to keep the consistency because students will get used to the timing. However, some days when my timer goes off my students beg for a few more minutes. It’s so hard to say no when this happens, and almost every time I give in, although I warn them they may have additional work, but they never seem to mind. As a teacher, use your judgment. Some days you can read for a few more minutes, others it’s just not possible, but you want to keep the “usual” reading time as consistent as possible. **Save time on student sharing by using technology tools like Padlet, Google classroom, Random Name Picker, etc.**
    4. Recap! Always make sure you recap the last reading before moving on to a new section. This is a great pre-reading strategy to help students prepare for the next reading, and it also catches up any kids who missed a reading.
    5. Be excited! I think one of the reasons why my read aloud times were so
      successful was because I was legitimately excited for them myself, and my kids knew it.
  2. Small group read aloud. For upper elementary, middle school, and high school lots of lessons involve analyzing a text as a small group. This is a great opportunity for students to read aloud to one another. Most of the time, the set up of this activity involves students reading, highlighting, and discussing a text and answering questions, so all you would need to do is have students incorporate reading the text aloud. Depending on the groups, I either let students determine who reads what sections (everyone has to read something) or I instruct them to read one paragraph or one page each.
  3. Partner read aloud. This is often a concept seen in elementary classrooms because of the many benefits, but it can be used in all grades. Students are able to hear and see reading habits of a peer. The teacher can choose partners based on reading level, high student and low student, so students can learn from one another. The teacher can also give the option for students to choose a partner, allowing them to work with someone they are comfortable with, which is half the battle with some students.

Parents. Reading aloud is a great way to help your child with reading skills and develops a love of reading.

  1. Pick a time to read. Most families are super busy all day and don’t have a chance toread-aloud-everyday really sit down until bedtime, which is what makes it the most popular time for family reading. Whatever time works for your family, keep it consistent. Some nights it will change or not happen at all, but for the most part keep the time consistent.
  2. Pick a spot. Along with the time consistency, you want to dedicate a special reading place. It could be your bed, the child’s bed, or a special chair.
  3. Involve the whole family. Kids learn so much just by watching their parents, so it’s good to have the whole family involved in reading. The goal is to get everyone involved in the read aloud in some way, even if it’s just listening along. I’ve been reading aloud to Molly since she was born, and we make it a point to read every night before we put her to sleep. I’m normally the one that reads to her because my husband isn’t a big book reader, but he will read articles and blogs. He knows how important reading is to me, so he participates by choosing the books and listening on the floor.
  4. On the go reading. Sometimes reading at home just isn’t possible, and that’s okay. Growing up I spent most of my time in the car traveling from one activity to another. This is still true for many parents today, so it can be challenging to get some read aloud time in. However, it is possible. Option 1: Read in the car. My mom actually had my sister read aloud to her while she would drive. It was a great way for my sister to practice reading aloud because my mom could help her with decoding and reading comprehension. My sister would stop and ask questions periodically and the two of them would discuss the reading. It did take them a while to finish the book, but those car ride sessions still allowed them to practice great read aloud strategies. Option 2:Read at the event. Parents are always waiting for one activity to end and another to begin, so use this down time to read with your child. The great part about technology today is that so many books and articles are available digitally, so you always have a text at your fingertips. You could also leave a bag of books in your car for situations like this. This would be best for younger children because they rely on pictures to comprehend the stories, and many digital books are tiny so the visual is hard to see.

Usborne knows how important reading aloud is to children, so they have a whole collection dedicated to read aloud books.

*Aesop’s Stories for Little Children five-min-bedtime-stories

*Big Book of Little Stories

*Five-Minute Bedtime Stories

*10 Ten-Minute Stories

*10 More Ten-Minute Stories

* Animal Stories for Bedtime

*Fairy Tales for Bedtime

If you’re interested in purchasing any of these titles, or other Usborne product, click here.