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Most children learn to read by age 7. Learning to read is built on
a foundation of language skills that children start learning at birth a process
that is both complicated and amazing. Most children develop certain skills as
they move through the early stages of learning language. The following list of
such accomplishments is based on current research in the field,* where studies
continue and there is still much to learn. As you look over the list, keep in
mind that children vary a great deal in how they develop and learn. If you have
questions or concerns about your child's progress, talk with your child's
doctor, teacher, or a speech and language therapist. For children with any kind
of disability or learning problem, the sooner they can get the special help
they need, the easier it will be for them to learn.
From birth to age 3, most babies and
toddlers become able to
- make sounds that imitate the tones and rhythms that adults use
when talking;
- respond to gestures and facial expressions;
- begin to associate words they hear frequently with what the
words mean;
- make cooing, babbling sounds in the crib which gives way to
enjoying rhyming and nonsense word games with a parent or caregiver;
- play along in games such as "peek-a-boo" and "pat-a-cake";
- handle objects such as board books and alphabet blocks in
their play;
- recognize certain books by their covers;
- pretend to read books;
- understand how books should be handled;
- share books with an adult as a routine part of life;
- name some objects in a book;
- talk about characters in books;
- look at pictures in books and realize they are symbols of real
things;
- listen to stories;
- ask or demand that adults read or write with them;
- begin to pay attention to specific print such as the first
letters of their names;
- scribble with a purpose (trying to write or draw something);
and
- produce some letter-like forms and scribbles that resemble, in
some way, writing.
*Based on Preventing Reading Difficulties in
Young Children, a report of the National Research Council, by the Committee
on the Prevention of Reading Difficulties in Young Children, released March
1998, and the Joint Position Statement of the International Reading
Association (IRA) and the National Association for the Education of
Young Children (NAEYC), adopted May 1998.
From ages 3-4, most preschoolers become
able to:
- enjoy listening to and talking about storybooks;
- understand that print carries a message;
- make attempts to read and write;
- identify familiar signs and labels;
- participate in rhyming games;
- identify some letters and make some letter-sound matches; and
- use known letters (or their best attempt to write the letters)
to represent written language especially for meaningful words like their names
or phrases such as "I love you."
At age 5, most kindergartners become able
to:
- sound like they are reading when pretending to read;
- enjoy being read to and retell simple stories;
- use descriptive language to explain or to ask questions;
- recognize letters and letter-sound matches;
- show familiarity with rhyming and beginning sounds;
- understand that print is read left-to-right and top-to-bottom;
- begin to match spoken words with written ones;
- begin to write letters of the alphabet and some words they use
and hear often; and
- begin to write stories with some readable parts.
At age 6, most first-graders can read
and retell familiar stories;
- use a variety of ways to help with reading a story such as
re-reading, predicting what will happen, asking questions, or using visual cues
or pictures;
- decide on their own to use reading and writing for different
purposes;
- read some things aloud with ease;
- identify new words by using letter-sound matches, parts of
words, and their understanding of the rest of a story or printed item;
- identify an increasing number of words by sight;
- sound out and represent major sounds in a word when trying to
spell;
- write about topics that mean a lot to them; and
- try to use some punctuation and capitalization.
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