Ask the Reading Coach: Raising a Confident Reader in the Early Years

As a reading specialist, there is no greater joy than to hear a child exclaim for the first time: “I read it - All by myself!” Their pure pride and elation cannot be contained in words, and may include a child jumping for joy!

As parents and educators, we’ve all had the honor of experiencing these triumphant moments of early reading success. While they fill our hearts with joy, each one marks a significant milestone in a child’s literacy development.

Just as child taking his or her first tentative steps when learning to walk, the process of learning to read can also include “teachable moments”. Confident reading can be nurtured and supported at home by parents and caregivers.

Raising a self-confident reader starts early in life. Early childhood language experiences are directly related to each child’s success as confident reader. Shared parent-child experiences that encourage vocabulary development in young children, such as taking part in shared reading time at home; engaging in “book talk” about characters, setting, and plot; being read to on a daily basis; and taking part in robust, thought-provoking conversations with adults, all contribute significantly to a child’s long-term potential as an independent and competent reader.

So what exactly is a “confident reader”?  What characteristics define that “confidence”, and ~ most importantly, how do we get there?

Confident readers are secure in their knowledge of word-solving skills. They have built a large base of core words, based on experience, and have developed a strong vocabulary that provides background for solving unknown words via context clues. Confident readers question the text, draw conclusions based on fact, summarize events in plot development, and infer meaning when required. Confident readers have developed strong comprehension skills that build and extend their understanding of the text. As a result of skilled exposure to a wide scope of books, confident readers can read with ease from a broad range of genres, including both fiction and non-fiction texts.

Confident readers read with fluency, that is to say, they read with intonation, phrasing, and expression, responding to punctuation while providing a fluent rendering of text. Perhaps most notably, confident readers want to read; they embrace the reading process and welcome the opportunity.

Once a child starts engaging with text on his or her own, the ability to successfully decode and independently problem-solve is reliant on a solid base of foundational skills in letter-sound relationships. We can provide support in the development of these early literacy skills by sharing fun words games, highlighting a “letter of the week”, naming words that begin with each consonant, and sharing “blends” (tr, br, sl, sw) as a fun phonics card games on family road trips.

As a child begins to deepen and extend his or her own solid base of word-solving skills in the primary grades, we are inevitably called in to help out when he or she encounters a new word, as the child asks: “Mom / Dad:  What’s this word?”

In this instance, it is imperative to encourage independence, to foster confident problem-solving in your child (and to resist the natural urge to provide that new word for your child!) by simply saying:

“How can you solve that new word? Is there a way you can figure it out? I bet you can! Can you try and sound it out? Look at the letters, Take your time. I know you can do it!” 

Once the word is successfully read by your child, give abundant praise and validation to your child. This builds confidence, exponentially!  Each new word that is successfully – and independently - decoded is a building block in the identity of your child’s “literate self”.

Think of reading development as your child learning to walk, only this time, walking through a garden of books and words and language! You are there are the safety, the “training wheels”, yet the engagement with text must belong to your child. Give them the chance to develop that ownership, it is incredibly empowering for your child. He or she can – and will – succeed – with your positive encouragement and support, yet in order for skills-building to take place, and confidence to thrive, this must be a fairly independent endeavor. Your belief in their abilities builds confidence beyond measure.

Fun tip ~ Try and vary the genres, as non-fiction children’s books are abundant in every local library here in Westchester! The topics are endless, and the invaluable opportunity to build science and social studies-content knowledge and vocabulary are limitless!

Each child needs that “slight incline” to always be challenged, yet ever so accurately, so that skills-building takes place, yet not to the point of over-exertion. Accurately-leveled books are a fine science: Read more on this topic in next week's Ask the Reading Coach blog! Reading books on his or her independent reading level is essential to each child's progress, and contribute significantly to the secure, long-term development of a child’s literate self.

Each child requires consistent, repetitive engagement with text so that he or she can build skills and develop a solid foundation in self-confidence as a reader. As I have learned in my own teaching practice, time and again: A confident reader is a successful reader! 

Happy Reading!

Carolyn Polchinski, M.S.Ed. is a Clinical Professor of Literacy Education and Licensed Learning Specialist based out of Scarsdale. To learn more about the programs she offers, call 914.325.0297 or email CPolchin7@aol.com. You can also read .