Help Your Child Get Ready to
SIX EARLY LITERACY SKILLS
County Public Library wants
all children to love reading! Children need a variety of skills to
become successful readers. The National Research Council recommends that
children enter school with six specific “early literacy skills” that
serve as the foundation for learning to read and write. The more of
these skills your child has, the more he or she will benefit from
reading instruction at school. The good news is—learning these skills
will be great fun!!
is knowing the names of things—an
extremely important skill for learning to read. Most children enter
school with between 3,000 and 5,000 words in their vocabulary. The more
Print Motivation is a
child’s interest in and enjoyment of books. A child with print
motivation enjoys being read to, plays with books, pretends to write,
asks to be read to and loves the trips you make to the library.
includes learning that writing in English
follows basic rules such as flowing from top-to-bottom and
left-to-right, and that those squiggles on a page is what is being read
by someone who knows how to read. (This can be different in other
languages, and it’s okay to work with a child in the language you are
most familiar with.) An example of print awareness is a child’s ability
to point to the words on the page of a book.
Narrative Skills, being able to describe things and events and to
tell stories, allow a child to understand what they are learning to
read. An example of a narrative skill is a child’s ability to tell what
happens at a birthday party or on a trip to the zoo.
Letter Knowledge includes knowing letters by sight, name and
sound. An example of letter knowledge is a child’s ability to tell the
name of the letter B and what sound it makes.
Phonological Awareness is the ability to hear and manipulate the
smaller sounds in words. Phonological awareness includes the ability to
hear and create rhymes, to say words with sounds or chunks left out and
the ability to put two word chunks together to make another word. Many
children who have difficulty in reading have trouble in phonological