Tips for Contextual Reading Improvement
Article by John Zwolinski
Like so many parents, you are undoubtedly aware that reading with your child is one of the most important things you can do to help him or her develop reading comprehension abilities. However, as reading to your child gradually gives way to your child reading to you, you might be unsure about the role you should play in the process. "Should I help my child with difficult words?" is a common question.
Certainly, that's one of the things you'll want to do! There are others things you can do to support your child as well, and there are ways to structure your reading time so that it is both engaging for your child and most effectively develops his or her reading comprehension.
The Book Walk. One effective way is to do a "book walk" with your child before actually reading a new book together. A "book walk" is a warm - up activity that helps a child make meaning of text by supplying him or her with necessary vocabulary and concepts.
You'll need to preview the book yourself before reading with your child. As you do….
Look for words that are likely to give your child trouble, such as words that he or she won't be able to sound out, or simply doesn't know. Is there enough context for your child to figure out the word alone? Check not only word context but also pictures (if any), which are legitimate and very important sources of information for the beginner reader. If there isn't enough context, you'll want to introduce these words during your book walk. (Note that if you think you'll have to "give" your child more than five words per reading session, you've probably selected too difficult a book!)
If the book is a story or narrative, note the characters' names, and get a sense of the story line. If it's expository, what's the subject and main idea? In either case, what does your child already know about the genre in general, and the subject in particular?
Look for details or conventions that might confuse your child. For example, some picture books have dialog in bubbles (as in comics). Other books might have features your child has not yet encountered, such as a table of contents, index, captions, headings, charts, tables, etc. Remember that things we take for granted might be big news to a child! For example, one parent we know was surprised to learn that her young child was confused by the illustrator's use of "speed lines" to indicate movement in the pictures!
When it's time to read the new book together, have your child look at the cover and read the title (or read the title yourself). Ask, "What do you think this book will be about?" If it's a picture book, have your child then "walk" through the pictures and construct a story. Gently steer him or her to details in the pictures that will help him or her construct a more accurate and robust prediction. Remember, the idea here is not so much to "get it right, " but to pick up information in advance that will reinforce your child's actual reading of the book later. Be sure to be positive about your child's predictions!
If there are no illustrations, preview any other features that might prepare your child for the book: chapter headings, for example, or the other various graphic features noted above. You may even direct your child's attention to the dust - jacket or back-cover "blurb!"
Introduce the concepts you selected during your own initial review. No need to go into detailed explanations (as this often frustrates young readers)! Just point things out succinctly and clearly as you "walk" along. Introduce the vocabulary you selected as well. Keep in mind that you want to prepare your child to 1) recognize the word when he or she re-encounters it; 2) be able to say the word; and 3) understand the meaning of the word. You might want to approach these goals along these lines:
"There's a word on this page we want to make sure you know. It's 'x.' 'X' means '(give a BRIEF definition - ideally a synonym your child is familiar with).' Now, find "x" on this page. What does it mean? Great…!"
For children who are still working on their letter-sound relationship skills, you might want to provide even more support:
"What letters would you expect to see in the word 'x'? (elicit several "landmark" letters). OK, find the word "x" on this page (child finds the word). Great! Now what does 'x'mean? And how are you going to recognize 'x'? (child notes letters)"
Bear in mind that your purpose here is to provide enough support so that your child experiences success when he or she reads with you. You neither want to do all the "work" for your child" nor have your child struggle and grow frustrated. Once you've done the book walk and your child begins reading, there's nothing wrong with reminding him or her as needed of points introduced during your book walk, and there's certainly nothing wrong with enthusiastically praising him or her for mastering any of those points while reading!
John Zwolinski currently works as a reading specialist in Oakland, California. His experience extends to children of all ages in countries all over the world. He has worked with a variety of students including English as a Second Language (ESL) students to improve vocabulary.
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