Kiddipedia

Kiddipedia

By Susan Spelic

 

Cuddling with our kids for a relaxing bedtime story is a beautiful routine. Regular reading and talking with our kids about our day (without distractions) develops oral language, vocabulary and feelings of security while building a special bond.

As we read picture storybooks with our kids, they might begin to notice the letters in their own name and of others close to them. They may see beginning letters or, in different places within a word. Noticing sounds and developing Phonemic awareness prepares kids for reading and writing.

So, what can we do to help our kids learn to read without turning the experience into a lesson?

 If your child wants to explore letters and sounds and is showing interest in writing own their name and the names of other family members, try playing this sensory game- where they can hear and move to the sounds in names.

 

First, let’s consider the letters and sounds:

We know that there are 26 letters in the English alphabet but did you know that there are 44 sounds in the English spoken language? Don’t be alarmed!

It might be a surprise to learn that – the long ‘i’ sound in words can be represented by:

 

i           (ice/bite/idea)

 

ie         (pie/flies/diet)

 

igh      (light/sigh/high)

 

y             (at the end of words- my/by/cry)

 

Relax, your toddler and pre-schooler won’t need to learn this yet. Small steps….

 

If your child recognises their name, knows the letters in their name or can write their name independently, they may be ready to start exploring the sounds in their name.

 

Think ‘Hopscotch’

 First, draw a column of squares on the driveway or, put sheets of A4 paper in the hallway, with the letters showing the sounds of their name on each sheet: Like hopscotch, start at the base of the column of squares and jump/step up as you say the sounds. (Remember names start with a capital letter.)

 

‘Dad/Mum/Nan/Pop/Gran/Pa’ are nice examples of one sound representing one letter.

 

How to play the Sound Jump Game:

  1. Adult and child stand at the base of the sound tower (see arrow below.)
  2. Adult asks the child to watch them jump first, saying it will be their turn soon
  3. Adult asks the child to listen carefully to the sounds in each square (‘one sound in one square’)
  4. Dad/Nan/Pop/Mum…… jumps/steps on the squares as they say the sounds in the name
  5. The adult does this slowly and asks his child to jump/step out ‘Dad/Nan/Pop/Mum’ after the adult models it a few times. See below:

Say the SOUNDS- NOT letter names:

 

So, ‘Mum’ is mmmm …. (short ‘u’ sound) …. mmmm

 

                    n   a
d   m   n   p       a   nn
 a   u   a   o   a   r   o
D   M   N   P   P   G   N

­               ­             ­              ­              ­              ­

Start jumping or stepping here.

 

Real examples of names:

 Inside on A4 paper

 

Use stairs to step next to sounds

 

Focus on the sounds

(not the number of letters)

 

Mix it up!

Go outside and draw with chalk or use masking tape inside to make sound boxes for each sound. (Small sound cards might be less slippery.)

 

Examples of names:

 

                    a          
                    th          
        n           n          
    ie   o           a   y   a  
m   s   m   ey   ne   m   c   nn  
i   L   i   bb   ay   a   ar   o  
T   E   S   A   W   S   D   N  

­                   ­              ­                    ­                    ­                  ­                   ­                 ­

3 jumps        4 Jumps       5 jumps         3 jumps        3 jumps          7 jumps         4 jumps          4 jumps

Tim               Elsie            Simon            Abbey            Wayne            Samantha        Darcy            Nonna

 

  • If your child has an unusual name, think carefully about which combination of letters make up the sounds
  • Remember, some of the sounds can be represented by more than one letter: Elsie/Darcey/Samantha/Abbey/Wayne/Nonna

 

Keep it fun!

  • Play the game only if your child is interested and initiates the conversation about the sounds in their written and wants to write the letters in their name
  • If your child is interested, find words on signs/ on labels which start with the same starting sound of your child’s name

 

Sam                (STOP)

Will                 (Weetbix)

Michael          (Milk)

Fred                (Fanta)

 

Go with it!

 Keep it open-ended and see where your child takes you! After a while, your child may even begin to notice the last sound of their name at the supermarket.

  • Pip  (Pink lady apples)
  • Kyle (Light milk)
  • Sarah (Arborio rice)
  • Tim  (Milo)

 

Every child is unique.

Your child might not be ready or show the slightest interest and that’s OK. Don’t force it but if you have concerns about your child’s learning, don’t wait to investigate. Work with your child’s teacher.

There are parent resources and help out there from professionals, who use effective, evidence-based reading intervention programs. Whatever the case, most of us would agree that learning should be relevant but most importantly, engaging and a positive experience for everyone.

 

 

You may also like to read:

When should parents consider taking their child to see a therapist?

Goal-setting with your child’s therapist: why it’s so important