Back to School Tip III of XII: Create Reading Environment

Twelve Tips for Back to School--Those Attending (or Homeschooling!)--Tip III of XII: Create an Environment Conducive to Learning to Read


“I would be most content if my children grew up to be the kind of people who think decorating consists mostly of building enough bookshelves.” ~Anna Quindlen, "Enough Bookshelves”



During my graduate studies (in Reading Specialist) at Ball State University, I did a master’s thesis about children who learn to read without any reading instruction. That is, the kids just suddenly started reading books without ever having phonics lessons, basal readers, or other “formal instruction.” It was a challenging thesis simply because there is so little data about it because of our “early school attendance age.” Seldom does a child learn to read “naturally” before age six or seven, and with kids going to school at age five (and often beginning reading instruction in kindergarten), the research was sparse concerning these “instructionless” readers.

I did find enough, however, and I was also blessed to find a family who had a natural reader to compare the printed data with. My observations, coupled with the studies in teaching journals, etc., led me to find what I called the “environment” in which natural readers are raised. This led me to other lines of thinking—if a child can learn to read with absolutely no instruction in a literary-saturated environment, wouldn’t this environment be conducive to helping those who DO receive instruction learn to read better, more easily, and more naturally?

The answer, of course, was yes. Study after study shows the type of environment that causes kids to learn better. Duplicating the “natural reader’s” environment can only help our kids learn better. Maybe our creating this “literary atmosphere” will not automatically make our six year old pick up a book and begin reading, but if it makes the learning process (actually any/all learning processes) easier, more enjoyable, and less stressful, why wouldn’t we want to duplicate it in our homes for all of our kids?

So what were the commonalities I found in studying the environment of “natural readers”?

Common Characteristics of Natural Reader

1. Interaction with adults—these kids were with adults a lot—and definitely not around peers more than adults. They had adults on hand to discuss things with, to answer their questions, and to provide examples of proper speech patterns, etc.



2. Much book handling by the child—these children were surrounded with books that they were permitted to interact with. They were often found at very young ages with stacks of books around them, just looking at the pictures, making stories in their minds from the pictures, etc.



3. Print abounds and interest in print is evident by itself—not only did the homes of natural readers contain books themselves, but they also contained all type of print. The parents of these children read magazines, journals, newspapers, etc. I think the “interest in print” part probably began with something like a parent saying, “Honey, look at this whale they found beached on the coast of Florida,” as he or she brought the little one up on to her lap to see the picture that was provided with the article in today’s newspaper, etc. This type of activity causes a child to become interested in print.



4. Tapes and books are used—nowadays, of course, this would say “cd’s and books are used”; however, this is the reason why I began using book and tape sets a few times a week for my preschoolers and elementary children—and why we have used audios (talking books, radio dramas, etc.) every week of our lives since our oldest was one year old. “Tapes” and books show our children the benefits and “fun” that reading provides.



5. Memorization takes place—these natural readers often followed a certain pattern—they memorized a picture book (usually many), then through the memorization, they began making print-sound-word connections. That is, when they turned the page and recited, “If you give a mouse a cookie,” they began to understand that i-f says if and y-o-u says you. Natural readers were experts at memorizing large portions of text.



6. Interest in writing words and “language experience” activities—many years ago, there was a movement in education to replace phonics instruction with “language experience” activities (also called a “whole language approach”). Phonics proponents everywhere were up in arms at the thought of “activities” of writing what the child said (dictation) for him, making little homemade books, etc. taking the place of phonics instruction. While I am a strong phonics proponent, I believe that these “language experiences” and “whole language” activities augment the reading instruction greatly. And, of course, the natural readers in the research were exposed to these types of activities early and often. These kids were the ones who dictated thank-you notes to Mom to go to grandparents and colored a picture to send along with it; they were the ones who had a chalk board in the kitchen in which Mom or Dad wrote the day of the week each morning; they were those who “said” stories aloud and parents copied it in little “journal” books for the child. And on and on. Why wouldn’t these types of experiences and activities increase a child’s relationship with print and love for learning?



7. Experiences related to literacy and books—these obviously include the types of activities listed in number six, but these kids knew from birth that books and reading were important. They were the ones in a double stroller at the library lawn sale as toddlers—child in front seat with back seat full of picture books. They were the ones who had their own “book basket” in the corner of the nursery almost from birth. In other words, they were immersed in literacy and books from an early age.



8. Self-regulated behavior and risk taking—This characteristic related to how they “organize” their little lives. These kids would pull all of the Curious George books off the shelf and stack them up to look at after lunch. They often had little learning systems in place at ages four and five. And they were not afraid to be wrong. This, of course, stems from not being talked down to or made fun of when they did ask questions. These kids were risk takers because taking risks in learning (“Mommy, is this word (dapper) ‘Daddy’?”) yielded information that helped them in their quest to learn. The questions did not yield put downs or “you should already know this.”



9. Read to often—Obviously, a link has to be made from the squiggles on the page to the sounds that those squiggles make in order for a young child to teach himself to read. Thus, a child must be read to (or follow along with books and tapes) in order to learn to read without formal instruction. Now, this is not to say that a child who is read to will automatically learn to read early and on his own. I read aloud to our first three kids three to five hours everyday for years and years—and not one of the three was a natural, or early, reader! But it certainly created a love for print and learning in my children!





Children who learn to read naturally, without reading instruction, are raised in an environment that is conducive to learning to read naturally—an environment that creates a love for learning and a very perceived need to learn.



While I have never had a natural reader myself, I tried all throughout my children’s learning days to create this type of environment. It has created outstanding learners and avid readers in the Reish home.



One of the “rules” that Ray and I had for our children’s early education was that if something could be taught informally (and painlessly), we would teach it that way (as opposed to using workbooks or “curriculum” for something that can just as easily be learned while driving down the road or snuggling on the sofa).



That is one thing that I truly loved about the “natural reader learning environment.” Why get a workbook to teach capital letters when you can teach it while you are running errands (from all of the store signs)? Why get a program for rhyming words when nursery rhymes, silly songs, and I spy games on the road can do the job without the stress? The “natural reader learning environment” fit how we thought young children should be taught—regardless of whether our kids truly became natural readers or not.



The environment described in the last couple of days’ posts is extremely conducive to teaching a myriad of things that kindergarten and first grade curricula often use workbooks, worksheets, and other “formal” approaches. And kids do not even know they are doing “school” with Mom and Dad while running to the hardware store or cuddling during an extensive story time!



Here are just a few of the skills that the research on natural readers indicated are learned/enjoyed by kids in this environment:



1. Contact with print



2. Thinking skills



3. Comprehension (especially when a wide variety of materials is presented and discussion follows)



4. Expanded vocabulary



5. Enunciation and pronunciation



6. Love of and need for reading



7. Sentence patterns



8. Relationship between parent and child---the most important one of all, of course!







Create a “natural reader learning environment” in your home—regardless of your kids’ ages….and watch the interaction with print increase; the love for learning grow; and the positive relationships bloom.

Twelve Tips for Those Attending School--II of XII: Get Organized!

Twelve Tips for Those Attending School--Tip II of XII: Get Organized!


Second "tip" (link from other sites) for those whose children go to school. Remember to check out both articles--for homeschoolers and for those whose children go to school. We can definitely learn from each other!

Back to school organizing tips: http://www.crosswalk.com/family/parenting/back-to-school-the-pressures-of-public-school-1427808.html

Twelve Homeschool Tips---II: Solve Discipline Problems Ahead of Time

Twelve Tips for Homeschoolers--Tip II of XII: Solve Discipline Problems Ahead of Time

This fall marks the beginning of our twenty-ninth year of homeschooling! Twenty-nine years ago, with an almost-one-year-old in tow, my husband and I began our homeschooling journey by homeschooling my then-junior-high little sister. At that same time, we began helping those who wanted to homeschool in Ohio but needed a “covering” to report to according to state law during the early eighties.  I did not know much about homeschooling in general and teaching specifically at the age of twenty-one years old (despite an elementary education degree followed by master’s work in reading education), but I dug in as best I could. Little did we know that this adventure would become a way of life for us—a parenting and educational method that has brought us countless joys, challenges, and fulfillment.

Here we are nearly three decades later—still homeschooling and still helping others in their homeschool endeavors. Today I bring you tips that we have discovered on our journey—tips to make this “the best school year ever”!

 2. Solve Discipline Problems Ahead of Time

If you have heard us speak about parenting young children, you have probably heard us say that we did not believe in starting “school” with a child until he was obedient most of the time. Thus, the reason for many of our children not starting formal education until age eight! Seriously though, the time to deal with discipline issues is before you begin school, if at all possible.

Our theory behind “don’t start school until the child learns to obey” is a valid one: If a child will not sit down at the table for dinner, brush his teeth when told, or clean his room, why do we think he will sit down and do his math, finish his school independent list, or do his science?

This is not to say that you will not have discipline problems as you homeschool. One of Ray’s favorite lines about homeschooling and character problems is that “We have the opportunity to see all of our kids’ faults and discipline problems—and the opportunity to correct them.” Our goal before beginning formal instruction for each new pupil was that the child was “characterized by obedience.” That is, he was known for obedience more often than not.

Obviously, we cannot just not do school this year if our kids are undisciplined. However, we would have a much better year if we really zeroed in on discipline issues and handled them as opposed to going through the motions of school while allowing these problems to continue. There are many excellent books about parenting to help us. There are seminars and video courses. We have the tools available to us to learn to parent biblically and train our children in obedience and character. (See the sidebar for some resources that we offer to help you in the area of Christian parenting as well as a couple other recommendatons.)

Christian Parenting Help                       

Reb Bradley books and articles

Kevin Leman books—we began with Making Children Mind Without Losing Yours

Our parenting/homeschooling book: The Well-Trained Heart (read first chapter at www.tfths.com)

Our parenting seminar: Character Training From the Heart (call to host one in your church or area—260-597-7415)

Parenting seminar: Parenting Is Heart Work

Our parenting blog—over 500 articles with topical index on the home page: http://positiveparenting3-6-5.blogspot.com/   (Positive Parenting 365—also available on FaceBook)

Twelve Back-to-School Tips for Those Going to School--I of XII: Academic Pressure

                  Twelve Tips for Back-to-School for Those Attending School
                                              Tip I of XII


My husband and I began homeschooling my younger sister twenty-nine years ago this fall. I can hardly remember life that did not include homeschooling as our anchor, our way of life, my daily routine. Homeschooling if life and life is homeschooling around here.

However, for Positive Parenting this fall, I wanted to be able to give tips to those going to school as well as for those who are homeschooling. Since I prefer to write and speak out of experience, as opposed to theories, I don't have anything to base back-to-school advice for those attending school. So...rather than giving generic advice that might or might not work (I can think of how I THINK I would handle things, but who knows what they would really do until they are in those situations?)....I will be linking you to some pieces of advice I have picked up from other blogs.

I hope that this is a blessing to you--and that your "back to school days" with your kids are wonderful times filled with affirmation, closeness, and success!

Tip 1: Decide What Your Expectations for Academics Will Be--Article about pressuring kids to succeed

http://www.crosswalk.com/family/parenting/back-to-school-the-pressures-of-public-school-1427808.html

Twelve Tips for Homeschoolers--I of XII: Get Teaching Training and Support

                          Twelve Tips for the Best School Year Ever for Homeschoolers

                                                             Tip I of XII

This fall marks the beginning of our twenty-ninth year of homeschooling! Twenty-nine years ago, with an almost-one-year-old in tow, my husband and I began our homeschooling journey by homeschooling my then-junior-high little sister. At that same time, we began helping those who wanted to homeschool in Ohio but needed a “covering” to report to according to state law during the early eighties.  I did not know much about homeschooling in general and teaching specifically at the age of twenty-one years old (despite an elementary education degree followed by master’s work in reading education), but I dug in as best I could. Little did we know that this adventure would become a way of life for us—a parenting and educational method that has brought us countless joys, challenges, and fulfillment.

Here we are nearly three decades later—still homeschooling and still helping others in their homeschool endeavors. Today I bring you tips that we have discovered on our journey—tips to make this “the best school year ever”!

1.     Get Teacher Training and Support

I could go on and on about how little support, scarce materials, and few homeschoolers there were nearly thirty years ago—but I don’t want to be accused of describing how we homeschooled “walking uphill five miles in waist deep snow without shoes,” so suffice it to say that we are immensely blessed to have the support, training, and freedoms that we have today. (For instance, we had “home visits” from the local superintendent, principal, and social workers during our first year of teaching my sister!)

Take advantage of the opportunities available for training! If you are unable to attend physical conventions, learn all you can online, in webcasts, virtual conventions, and more. Read websites and books. However, do not get overwhelmed! Stop reading and researching when that reading and research becomes burdensome rather than helpful.

Additionally, get support! We have enjoyed support groups, networking, and small parenting groups throughout our tenure of homeschooling. One of the best things to happen to me concerning support is the formation, nearly twenty years ago, of a little four-mom parenting/homeschooling support group. We met with our “littles” at McDonalds—and since I like to have a purpose for everything I do, I labeled our group the “MAC” group—Mother’s Advisory Committee, who met at McDonalds. We have taken parenting classes, done marriage videos with our spouses, gone through Bible studies, completed video teaching with our entire families/kids, field tripped, played, prayed, planned, and more.

I can’t stress enough the importance of finding like-minded parents to take this journey with. When one of us wondered why in the world we were doing what we were doing (in parenting, homeschooling, or life in general), the others were there to remind us. It wasn’t uncommon at all for one of us to call another and say, “Okay, Josiah is still in the high chair from breakfast, and he is still screaming and throwing his spoon. Remind me again why I shouldn’t just give him his own way and go on with my day!”