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By: Pacific Resources for Education and Learning (2012)
By: Reading Rockets (2010)
Almost every interaction in a child's world is preparing them to become a reader and writer. This article outlines the stages of writing development, and tips for adults to help along the way.
By: Louisa Moats and Carol Tolman (2009)
Basic listening skills and "word awareness" are critical precursors to phonological awareness. Learn the milestones for acquiring phonological skills.
By: Reading Rockets (2009)
Parents and caregivers want the very best for their children, and therefore are often the first to notice and to worry when they suspect their child may be showing signs of delayed development. Get answers and advice with this easy-to-understand information about developmental delays.
By: Reading Rockets (2009)
For almost 40 percent of kids, learning to read is a challenge. So in addition to talking, reading, and writing with your child, families play another important role — being on the lookout for early signs of possible trouble.
By: Reading Rockets (2009)
Once your child moves into first, second, and third grade, being able to read fluently and comprehend what he or she reads become critical for future success in school.
By: National Dissemination Center for Children with Disabilities (NICHCY) (2009)
By: American Speech-Language-Hearing Association (2008)
Every child is unique and has an individual rate of development. This chart represents, on average, the age by which most children will accomplish skills in hearing, understanding, and talking.
By: Susan Hall (2008)
How do parents know if their child's reading delay is a real problem or simply a "developmental lag?" How long should parents wait before seeking help if their child is struggling with reading? Susan Hall answers these questions.
By: Reading Rockets (2008)
By: Reading Rockets (2008)
Kindergarten is where most children learn to read and write. Though some kids can do this before entering kindergarten, it is not required or expected. Being ready for kindergarten means having well-developed preschool skills, and being academically, socially, and physically ready for the transition. Here are some signs that your child is ready for kindergarten.
By: Reading Rockets (2007)
As a parent of a beginning reader, it's important to support your child’s reading efforts in a positive way and help them along the reading path. Here's a little information about beginning readers, and a few pointers to keep in mind.
By: Reading Rockets (2007)
Even the youngest child is somewhere on the path to becoming a reader. As a parent, it's important to support your child's efforts in a positive way and help him or her along the reading path. Here's a little information about emergent readers, and a few pointers to keep in mind.
By: Reading Rockets (2007)
Learning to read is a challenge for many kids, but most can become good readers if they get the right help. Parents have an important job in recognizing when a child is struggling and knowing how to find help. Here are some signs to look for and things to do if you suspect your child is having trouble reading.
By: U.S. Department of Education (2005)
What's typical development? And what can parent do to be sure their child is getting the stimulation he or she needs? Here's a list of what to look for as a child learns and grows from infancy to preschool.
By: Sally E. Shaywitz (2004)
The specific signs of dyslexia, both weaknesses and strengths, vary widely. Problems with oral language, decoding, fluency, spelling, and handwriting are addressed, as well as strengths in higher order thinking skills.
By: Sally E. Shaywitz (2004)
The earliest clues involve mostly spoken language. The very first clue to a language (and reading) problem may be delayed language. Once the child begins to speak, look for difficulties with rhyming, phonemic awareness, and the ability to read common one-syllable words.
By: Reading Rockets (2003)
The following is a general list of risk factors for reading difficulties by grade level. Please note that the list is not all-inclusive and should be interpreted with reference to age and grade expectations.
By: Hermine H. Marshall (2003)
Many families are under the mistaken impression that holding their child out of kindergarten for an additional year will be beneficial, that it will give the child the gift of time. But families need to be aware of the possibility of too little challenge and the potential negative effects of holding children out.
By: Andrea DeBruin-Parecki, Kathryn Perkinson, and Lance Ferderer (2000)
Identifying a reading problem is a challenge without a sense for what typical literacy development looks like. Find out what language accomplishments are typical for most children at age six.
By: Andrea DeBruin-Parecki, Kathryn Perkinson, and Lance Ferderer (2000)
Identifying a reading problem is a challenge without a sense for what typical literacy development looks like. Find out what language accomplishments are typical for most children at the age of three to four.
By: Andrea DeBruin-Parecki, Kathryn Perkinson, and Lance Ferderer (2000)
Identifying a reading problem is a challenge without a sense for what typical literacy development looks like. Find out what language accomplishments are typical for most children at age five.
By: Andrea DeBruin-Parecki, Kathryn Perkinson, and Lance Ferderer (2000)
Identifying a reading problem is a challenge without a sense for what typical literacy development looks like. Find out what language accomplishments are typical for most children from birth to age three.
By: Andrea DeBruin-Parecki, Kathryn Perkinson, and Lance Ferderer (2000)
When a child is having a language or reading problem, the reason could be simple to understand and deal with or it could be complicated. Often, children may just need more time to learn their language skills. On the other hand, some children might have trouble seeing, hearing, or speaking. Others may have a learning disability. If you think your child may have some kind of physical or learning problem, it is important to get help quickly.
By: International Dyslexia Association (2000)
Dyslexia is the most common cause of reading, writing and spelling difficulties. This article provides a list of common signs of dyslexia.
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