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kristinannie
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We have been working on a reader until DS5 can read it pretty comfortably and then moving on to the next reader. The first time through, he can sometimes do really well, but sometimes really struggles. Usually it takes 2-4 times for him to do it well. Last night, DS5 said he doesn't like reading the same thing again. Do you have your kids reread things until they are comfortable or do you just have them read it once?
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JodieLyn
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I don't tend to have them reread anything except flash cards. But they memorize so quickly I find that they're NOT reading with even a couple of repetitions.. they're reciting. So the improvment in "reading" is a false thing anyway.
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jawgee
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My DS5 is doing the Little Stories for Little Folks readers from CHC. I have him do each story once and them I keep them clipped together on the desk in our main living area in case he decides to grab them on his own and read them again. I only have him read them once, though. So far the readers have progressed slowly enough that he's not getting frustrated.
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Grace&Chaos
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I don't tend to make them reread either, not consecutively anyway. Sometimes they might go back to one randomly but it's more by personal choice. Or if we've gone through an entire collection/selection and they still need practice will pick some up again.
One thing around here is there is never lack of choices, even just simple readers. 
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CrunchyMom
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I wouldn't make my 7year old reread since he just needs "practice." But for my 5 year old that isn't reading yet, I've done a few I See Sam readers, and I do make him read the one he's on with few mistakes before I'll give him the next one. In fact, that is in the instructions for these readers. I think it motivates him. Not sure I have a hard and fast rule, but for these readers which are teaching reading, I want to make sure all the sounds are mastered before adding new ones. I sort of trust my instincts on whether I think they have enough grasp of the material.
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JodieLyn
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That's what I thought I was doing at first Lindsay. Then I realized that my son wasn't actually improving reading.. just remembering what he'd read before.. so we'd move on and it wouldn't make any difference.
So it probably depends on the child. For my son, other sources of reading and flashcards so that he had to learn the words in isolation helped way more than rereading.
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Mackfam
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JodieLyn wrote:
| That's what I thought I was doing at first Lindsay. Then I realized that my son wasn't actually improving reading.. just remembering what he'd read before.. so we'd move on and it wouldn't make any difference.. |
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This is exactly what happens here. And kids memorize so fast...and early readers aren't exactly known for their meaty, gripping content!!  When I initially asked them to re-read it was easy to see they were repeating from memory. They're usually ready to move on from a reader anyway. We use readers for such a very short amount of time, I don't generally have my kids re-read readers.
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Mackfam
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kristinannie wrote:
| Usually it takes 2-4 times for him to do it well. |
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I work through this by writing (on a chalkboard or dry erase board) our new words from reading, and ESPECIALLY those words that might need a little extra practice because they're challenging. We move slowly enough that there might be at most 6 or so words on the board. We might spend a couple of seconds quizzing the words...and I let my little reader spell them with the moveable alphabet. I find that this helps a lot and when they encounter that word again they have mastered it. Most words move on quickly and some need to stay on the board longer - it's clear when a word is mastered because the child looks at it and instantly knows it. By the way, each week I REWRITE the words...in a different color chalk!!!! This adds a little variety and really helps us work on visualizing individual words, not necessarily the order in which they're written on the board!
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SeaStar
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I also use the LSLF readers here. My dd is currently reading them. I have her read each book once to learn new words and sounds, and then once more for review.
The LSLF readers are increasingly longer and in depth as you go along; IMO they quickly become too complex to be memorized after only 1-2 readings. Both my dd and I enjoy seeing her improvement on the second time through. It gives her confidence.
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SallyT
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Also, books in a series, like LSLF, which we've also used, will build on sounds and words already introduced in subsequent stories -- it's not like you're never going to see short-a again once you've finished "At Mass." So even if a child stumbles in one story, he will practice those sounds and words again and again as he reads through the series, so that words which once were difficult will become easy, even as new challenges are introduced.
I did usually follow the instructions with LSLF, of reading the story in pieces over a couple of days, then reading it through in its entirety by the end of the week. Then we'd put it on a ring in the binder to be read again as desired. Some stories were entertaining enough that they'd get read again, but mostly not.
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kristinannie
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CrunchyMom wrote:
| I wouldn't make my 7year old reread since he just needs "practice." But for my 5 year old that isn't reading yet, I've done a few I See Sam readers, and I do make him read the one he's on with few mistakes before I'll give him the next one. In fact, that is in the instructions for these readers. I think it motivates him. Not sure I have a hard and fast rule, but for these readers which are teaching reading, I want to make sure all the sounds are mastered before adding new ones. I sort of trust my instincts on whether I think they have enough grasp of the material. |
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This is kind of my thinking. I honestly don't think he is memorizing the readers. We are using the MCP Readers and they are 8 pages long with 1-3 lines of text per page. I do think he is familiar with the story which helps him out though. He is able to read the words out of context when we see them somewhere else.
Mackfam wrote:
kristinannie wrote:
| Usually it takes 2-4 times for him to do it well. |
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I work through this by writing (on a chalkboard or dry erase board) our new words from reading, and ESPECIALLY those words that might need a little extra practice because they're challenging. We move slowly enough that there might be at most 6 or so words on the board. We might spend a couple of seconds quizzing the words...and I let my little reader spell them with the moveable alphabet. I find that this helps a lot and when they encounter that word again they have mastered it. Most words move on quickly and some need to stay on the board longer - it's clear when a word is mastered because the child looks at it and instantly knows it. By the way, each week I REWRITE the words...in a different color chalk!!!! This adds a little variety and really helps us work on visualizing individual words, not necessarily the order in which they're written on the board! |
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This is a really good idea. We do a lot of magnetic letters. Maybe I will just put some of the harder words on the magnet board before we tackle the reader.
I was thinking that rereading would lead to better fluency, but maybe it is better to just move on to the next book. I am going to pray about this. God is so much smarter than I am! 
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CrunchyMom
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I guess I should say, I don't move onto the next reader until I feel they have mastered the material in the first. Like Kristin, I don't get the impression he is memorizing because he is phonetically sounding out the words a good bit for the first few readings. I find if I move on to the next reader before mastering the material, they struggle more. Also, I do think they memorize the simple readers fairly quickly with just a few readings, but I also think that since they are saying the word as I point to it, even if it is memorized, it is still beneficial because they are learning to recognize sight words.
Just my experience with my boys. My oldest, I didn't use these much with him when he was 5 because he wasn't ready, and by the time he was ready, he was older, and we moved rather quickly (maybe two times per reader for the first few, and as he improved, just one), but my 5 year old is better ready but still needs to move rather slowly.
I like the idea of introducing the words on the board. I will have to try that. I think that is how a lot of the older first grade phonics programs worked. They were just lists of word groups that were introduced on the blackboard by the teacher and copied by the students.
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4Real Forums : Language Arts Come Alive
Topic: Rereading readers?
