Here are some ways to support young children in their early pre-reading and reading skill development:
The key to developing reading skills proficiency lies in the combination of successful repetitions at the current level of mastery, and systematic instruction in the structure and mechanics of the written language code. Repeated practice at an appropriate difficulty level reinforces neural pathways, enhancing fluency. Concurrently, structured instruction in phonics, grammar, and syntax provides learners with a deeper understanding of how language functions, enabling them to decode and construct meaning more effectively. This dual approach ensures that learners build a solid foundation, facilitating gradual progression to more complex reading tasks.
Decodable books
Decodable books are an essential tool for young children developing reading skills because they are specifically designed to align with the phonics patterns and sounds that children are learning. By using a controlled vocabulary that emphasizes these phonetic elements, decodable books allow children to practice decoding words independently, reinforcing their understanding of letter-sound relationships. This practice builds confidence and fluency, as children experience success in reading words they have been taught to decode. Additionally, the repetitive and predictable nature of decodable texts helps solidify foundational reading skills, making them a valuable resource in early literacy education. To understand which decodable books are appropriate for your child, connect with their teacher. Ask which sounds they’ve been explicitly taught, and are currently practicing, so you understand the right decodable books to choose.
- Decodable books at the Ramsey County Library
- Decodable books at the Hennepin County Library
- Another great resource for decodable books: Heggerty
Tutoring
Reading instruction using Structured Literacy can and should start in Kindergarten. Starting a young child (e.g., age 5-6 years) in Orton-Gillingham-based tutoring can be a helpful and proactive step when there are concerns about possible dyslexia. Identifying children at risk early, especially when there is a family history of dyslexia or specific concerns about pre-literacy skills, can make a crucial difference in their educational journey. Find more information about our neuropsychological evaluations for young children here.
What to watch for
Concerns about early pre-reading skills may manifest as difficulties with rhyming, recognizing letters or sounds, or speech articulation challenges. A child at this age might struggle to name familiar objects quickly or have a limited vocabulary compared to peers. These early indicators, alongside low scores in phonological processing (individual syllable/sound processing) and/or rapid automatic naming (speeded naming of letters) from a neuropsychological evaluation, suggest an increased risk for dyslexia. In addition, when there is a family history of dyslexia it is especially important to watch for some of these early indicators because dyslexia is highly heritable.
How to help
The Orton-Gillingham approach is a well-established, multisensory, structured, and sequential method of teaching reading that is particularly effective for children with dyslexia. It emphasizes phonics and the ability to connect sounds with corresponding letters and words, allowing children to develop the skills necessary for decoding text. This approach is individualized to the learner's specific needs, such that the learner has repeated experiences of success in learning to read, versus the common experience of frustration or failure despite lots of effort. Orton-Gillingham’s sequential learning pattern allows children to start to experience confidence in their reading abilities, because it is designed to give them the tools they need to be successful. Other programs like Barton, Wilson, and Sonday also utilize the Orton-Gillingham principles, offering structured interventions to strengthen reading skills.
Brain Science!
Recent neuroimaging research has shown that targeted reading interventions can lead to significant brain changes in children with reading difficulties. Studies using functional MRI and diffusion tensor imaging have demonstrated increased activation and stronger white matter tracts in areas of the brain associated with reading after intervention, indicating improved neural processing. This research underscores the potential for reading interventions to not only improve reading skills but to also bring about lasting changes in the brain's structure and function. By engaging in evidence-based programs like Orton-Gillingham early on, children at risk for dyslexia can develop the critical neural pathways necessary for proficient reading, paving the way for academic success.
The sum-up
Early intervention is important because it leverages the brain’s plasticity during formative years, which can significantly improve learning outcomes. Introducing specialized tutoring at a young age helps mitigate the development of negative self-esteem and academic struggles. By building foundational reading skills early, children are more likely to achieve literacy levels on par with their peers.
