The famous educator Suhomlinski once said: "The way to make children smart is not to make up lessons or increase homework, but to read, read and read again." I believe that many parents will have some confusion in the process of taking their children to school:

"It is good for children to understand stories, answer questions and spell sentences while reading, but they just refuse to pick up books themselves." As long as there is a picture book, I will never read it, and as long as someone tells a story, I will never read it myself. "Children especially like to listen to my reading. They can stand still for an hour or two, but they are interested in watching independently. "

Parents * * * reading English is called reading aloud. The reading viewpoint statement of the National Association for Early Childhood Education (IRA/NAEYC position statement, 1998) points out that:

"The discussion around reading storybooks gives it strength and helps children to connect the content in the story with their own lives.

It can be seen that the dialogue generated by parent-child reading around reading can help children build a bridge between stories and real life.

A study 1984 by Dr. Thomas G. Sticht, a professor at Harvard University, also shows that before the eighth grade, children's listening vocabulary in their mother tongue is greater than their reading vocabulary. That is, children can understand some complicated contents, but they can't. The exploration of knowledge and ideas should not be limited to a temporary lack of reading vocabulary, and parent-child reading just makes up for this gap. At the same time, it is more effective to help children solve their life or ideological confusion through role discussion than simply preaching.

It can be seen that parent-child reading is not only beneficial to children in English enlightenment stage, but also meaningful in primary school stage.

However, the parent-child reading stage also needs to be changed. We should not always stay at the stage of parents' explanation, but let children participate in it and let them interpret and express readers. From the imitation in the illiterate period to the reading in the literate period, and then to the discussion of the reader's retelling, the understanding of the story requires children to grow and progress in reading, providing a foundation for entering independent reading in the future.

Five ways to help children move towards parent-child reading

First, build a reading scene so that children can enter the "independent reading" scene as soon as possible.

A parent once chatted with Xiao Bu about his child's usual reading style and said:

"My children like to hold a bunch of books by themselves and watch reading in cloud learning with iPad. They sat on the ground reading one by one, telling him not to go out to play, telling him not to play with toys, and going to his corner every day when he came back from school. "

This is a typical scene of autonomous reading. The real independent reading is that children are alone with books. How to do it at home? Simply put, it is some simple situation layout to increase visual stimulation.

1, you only need 1 square meter of heart to build a reading corner for your child.

A thick cushion, several pillows and a corner can create a reading environment for children. As for how to arrange this reading corner, the articles pushed before have also recommended a lot to everyone. Click here to learn.

2. Put the book where children can easily get it, and children can use it to read anytime and anywhere.

Books must be placed where children can easily get them, such as the ground, children's rooms or areas where children play. Let the book appear in all the areas where the child often moves, let him be attracted by the book and regard the book as one of the toys.

In fact, from the age of two or three, children who have been exposed to books and have books at hand will pick them up and flip them casually. If you don't even have a few books at home, how can you expect children to take the initiative to pick them up and read them?

Many parents will say, "He can't read. What can he read? " However, a child can turn it over, which means that he sees something he is interested in from the book, and he can't read. He can look at the picture or not, and he can also experience the feeling of turning pages. This is all because the children themselves are taking out books and establishing a "relationship" with them.

Most parents may ignore it, in fact, this is the beginning of children's independent reading.

Second, cultivate children's reading ability and inspire children to think more in reading.

Generally speaking, children's reading can be roughly divided into two stages: the first stage is "learning how to read" and the second stage is "learning through reading". The second stage can be understood as cultivating children's reading ability in the process of intensive reading. The cultivation of reading ability, in parent-child reading, inspires children by constantly guiding questions scientifically and effectively. Specifically, take the "three-time reading method" I told you before to elaborate again:

The first time: cold reading, read the content basically first. Before reading, you can prepare a few warm-up questions from the cover, pictures and words of the picture book and read them with questions.

For example, when reading the rope swing, after reading it for the first time, you can ask your child:

What is this? A tire/a rope/a swing. ) Have you ever played on a swing? What are the children doing? What animals are there in the picture? What are they doing? What do you think will happen next?

In fact, this process can also be summarized as: I read/show, you listen/watch. The main thing is that you take your children to school.

The second time: warm reading, close reading, deepen understanding. This time, the children have understood the general content of the article. At this time, they should strengthen the analysis and thinking of the article and focus on solving the difficulties and problems left over from the last reading.

After understanding the content of the story, we need to further guide the children to think about the things behind the story. For example, we can ask questions like this:

When do you think it is in the photo? Morning or noon? Why? What time of day do you think the scene in the picture takes place? Morning or noon? How do you judge? How do you know he is unhappy? Why do you think he is unhappy? How do you judge a dog's feelings? What do you think makes him feel uneasy? What word do you want to use to describe their day? Lucky or fun? Please use one word to describe Children's Day. Lucky? Still interesting? )

This process can be summed up in turn: you read/show, I listen/watch. The main children look, you guide the questions and help to sort them out.

The third time: hot reading, thoroughly understanding the content, summarizing, analyzing and refining. At this stage, children can master the content comprehensively, accurately and profoundly, and can express these summaries and analyses in writing.

For example, the reading log mentioned before is a very good tool. (WeChat replies to "Form" to get the template (First Jump English))

Or take our picture book as an example to summarize and analyze the activities of post-reading feeling from the following aspects:

Comprehensive Examination (Q & ampa) Reading Comprehension Test Class: Write the script independently and read the reaction, and fill in the reading report. As mentioned above, you can get it and get a template to make posters to make themed posters.

You see, through this reading method that constantly inspires children to think, is it not only to read the book thoroughly, but also to read it thick?

Third, the choice of reading materials-using bridge books to help children make a smooth transition

Easy reading, as its name implies, is like a bridge. It is a kind of book type between picture books and plain text books. Then what are these two ends connected? From the reading object, Hashimoto has a picture book on the left and a textbook on the right.

From the reading form, the left side of Hashimoto is parent-child reading, and the right side is children's independent reading, that is, independent reading. The bridge book is easy to understand, the sentence length is moderate, and the story is both interesting and concerned about children's daily life. From parent-child reading to self-reading, Qiaoshu played a good transition role.

(Image from the Internet)

In addition to bridge books, there are some good graded reading options, such as ReaingA-Z, which we have invested heavily in. I won't give you too much Amway here for the time being (save some Amway O()O haha ~ next time).

Let me briefly introduce some classic bridge books for your reference:

1, flying guy, flying boy

Lance index: about 240L-3 10L.

This set of books is definitely the first set, ranking in the top three in the annual survey report "What children are reading and how they grow up" published by the Renaissance. This set of books in the previous article "American children read as much as college students in China. What books are they reading? In fact, I have simply recommended it to everyone.

The story language is simple, humorous, short and interesting. Each sentence is basically no more than five simple words. Lovely painting style and funny and exaggerated words can help children learn many new words and sentence usages in the process of happy reading.

The text difficulty of Fly Guy's whole book is not too high. You can read with a vocabulary of about 600~ 1200, and each sentence basically does not exceed 5 simple words. Coupled with interesting plots and lovely pictures, it is easy for children to become interested in reading.

2. Winnie the Witch Winnie the Witch

Lance index: about 500 L-690 L

Winnie the Witch is a very famous picture book, which was published by Oxford University Press in 1987 and became an instant hit, winning the children's book of the year award and the children's book award in the Red Chamber.

This series is very interesting because of the storyline, and both older children and children will be interested in it. Suggest 3- 10 for children to choose. Among them, children aged 3-6 mainly read by their parents, and they can try to read by themselves after entering primary school.

3. Judy Moody's Judy and Her Friends

Lance index: about 390 liters -470 liters.

Judy Moody series was written by American writer Megan McDonald, which mainly tells the growth of Judy, a third-grade girl with red hair. The prototype of this book is based on the author's childhood memories. Not only do stories make children read kindly, but the language also uses many common words in daily life. This greatly reduces the difficulty of reading and helps children learn American culture.

In addition, this set of books not only has colorful illustrations, but also has short stories and simple sentence structures in each chapter. Children who are just suitable for primary reading can help them read a book independently and cultivate a sense of accomplishment.

In fact, there are many classic bridge books. Due to the limited space, I recommend these three sets in today's book, and then elaborate the relevant contents of the bridge book in detail at the beginning.

In fact, if a child has a certain independent reading ability, it can help him choose the books he is most interested in and match his current reading ability. Sometimes when he wants to have an advanced level, as long as we help him a little, we can help him enter a new stage unconsciously by means of parent-child reading.