Here are some great tips from the parent manual for Baby Readers, since they can be applied to any other ones or the ones we can do ourselves, I thought to share...
Introducing a new reader Before you start a child on a new reader series, begin by showing them the first reader. Explain that they will be able to read this whole book on their own as soon as they learn how to read a few words. Briefly show the pictures in the reader, introducing the main characters. Take special care to point out any particular interests your child might have that are featured in the readers; for example, cars, a puppy, a doll, a kitten, a ball, etc.
Show the child the small pack of flashcards that contains the words from the first reader. Using flashcards as preparation for actually reading from a book breaks the learning process into smaller steps and helps guarantee that the child’s initial experiences with reading will be successful.
Early Bird Reader flashcards With every booklet in the Early Bird Readers program there is an accompanying set of flashcards. Helping a beginner reader to first recognize each new word on flashcards takes time and patience, but the easier you make it for your child to succeed in this reading venture, the more enjoyable it will be for both of you, and the faster progress will be made.
There are different ways of positioning flashcards. Find out which way is most effective with your child. You can hold the cards up, or you can put them on a table, or on the floor in front of you. A toddler or young child can also sit on your lap as you show the cards.
They are called “flashcards” because you “flash” them to the child fairly quickly. Your child sees the image of the word almost the instant you show it; in that same instant you say what the word is and quickly move on to the next card. You don’t want your child to become bored. Keep the experience game-like—fast, fun, and upbeat.
Do not test the child. Speak clearly when you say each word, as you show the card to the child. Make sure your fingers do not cover the word.
On the bottom right-hand corner of the flashcard there is an identification number. The numbering on the flashcards coincides with the order in which new words are introduced in each book. Begin by presenting the first ten words introduced in the reader. Show the child the group of words at least two to three times a day for five days. After flashing the cards for five days, the child can start to read the book, but should still continue with the flashcards.
After five days of showing the ten flashcards, omit one word (the word the child knows best) from the flashcard stack and add a new word.
Continue to introduce new reading words, always keeping five or so flashcards ahead of the pages in the book he or she is reading. Avoid the child reading past the point where new words that haven’t been learned yet show up, especially in the first few books.
It’s important to introduce new words in the same progression that the words appear in the reader. However, you can flash them in whatever order you like. In fact, variety in the order is good, as some children with good memories can tend to remember the order the words are flashed in and appear to know the words, but have actually memorized the line-up of the words instead of the words themselves.
Some children progress more quickly than others when it comes to identifying words. For some children five days is sufficient to learn new words; others may need longer, and you can use some of the games listed in this book to continue to review them with your child, without boring him or her.
Your child will learn some words more quickly than others, and as he or she progresses through the books in the series, new words will be learned faster. When removing and adding new words to the flashcards you present, it’s important to remove the words that your child knows best first, so that there is adequate time to learn the words that require a little more time to learn.
If your child seems to begin losing interest in flashcards, don’t insist on finishing the session and risk boring your child. Leave the flashcards for another time in the day, or use a different approach, like playing a game with the words. Some children are more alert and focused at specific times of the day, so schedule your child’s schooling at a time when he or she is attentive and alert.
End each reading or flashcard session with lots of praise. Be enthusiastic and sincerely praise your child.
Read-along audio CD Included in the Early Bird Readers program is a CD that includes a full reading of each of the books in the series. It is read at a pace that a beginning reader would be reading the text. There is a sound to indicate when it is time to turn the page. A child who is learning to read or practicing his or her reading can play the CD, and follow along with the reader—ideally while also reading aloud along with the CD.
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