The signs listed below can be informative for parents who want to stay on top of their child’s reading and literacy development, as well as for those parents who suspect that there may be reason for concern. This list will give you an idea of what to look for or take note of.
Does your child…
- have difficulty recognizing rhyming words?
- struggle to identify words that start with the same sound?
- struggle with associations between letters and their sounds?
- still confuse vowel sounds?
- have difficulty manipulating the sounds in words?
- guess words based on the first letter rather than sounding them out?
- leave out/skip words in a sentence?
- add words that are not there?
- struggle to recognize repeated words, sounding out the same words repeatedly?
- constantly reread words or parts of a sentence even when they are familiar with the words or have read them correctly?
- occasionally read words in reverse? E.g. ‘saw’ is read as ‘was’
- make visual errors where they confuse letters such as b, d, v, w, f, t, m, u and n?
- leave off the endings of some words? E.g. ‘games’ becomes ‘game’
- add endings that are not there? E.g. ‘play’ becomes ‘playing’
- struggle to segment the sounds in words? (Segment means to break words up into sounds = spelling)
- struggle to blends the sounds in words? (Blending means to push the sounds together to form words = reading)
- make no attempt to self-correct?
- show signs of resisting or avoiding reading activities?
- read excruciatingly slowly, one word at a time, sounding out each and every word to the point that all meaning in the sentence is lost?
- read words in isolation with inappropriately long pauses between each word in a sentence?
- making advanced phonic errors because they do not know the language code? E.g. Reads
The good news
The good news is that there is no need to panic if your child is showing signs of difficulty in learning to read. Most children can overcome any difficulties they experience with relative ease, especially if caught early on. With the right intervention – in the form of direct, systematic, explicit instruction – your child can be reading at grade level in a relatively short period of time. Responding early to your concerns is key to making sure that there is minimal disruption to your child’s education.
It is worthwhile keeping in mind that ‘learning to read’ is the most important learning outcomes of the Foundation Phase. From Grade 4 onwards, they need to be able to ‘read to learn’. Reading is the foundation for all other mainstream education. Therefore, if intervention is required it should ideally take place during the Foundation Phase. If a child can read with ease every other aspect of their education journey is going to be easier for them.
For those parents with older children who still struggle, you’ll be pleased to know that they can still be helped to overcome their reading challenges. Intervention may take more time and a bit more effort than it would with a younger child, but they can be helped and it can be life-changing for a young person who struggles daily. The reason why the process may take longer is because with older children the reading therapist would most likely be dealing with issues such as a lack of motivation, lack of self-confidence, feelings of inadequacy, insecurity and hopelessness. The knock-on effect of falling behind in reading would be academic delays in other subjects. This young person would then have to catch up in reading and literacy as well as all their other subjects, making their academic burden that much greater.
As I said earlier, it is always advisable to respond as early as possible to any signs of difficulty with learning to read.
The Science of Reading by Lianne Bantjes
The plight of older children who can’t (yet) read fluently by Lianne Bantjes
Literacy & Reading Intervention by Lianne Bantjes
What is Literacy? by Lianne Bantjes
To explore working with Lianne in Randburg / Sandton and other areas in Johannesburg, contact her to discuss how she can assist you.