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This is a general outline of the milestones on the road to reading and the ages at which most kids reach them.

Keep in mind that kids develop at different paces and spend varying amounts of time at each stage. If you have concerns, talk to your child’s doctor, teacher, or the reading specialist at school. Early intervention is key in helping kids who are struggling to read.

Infancy (Up to Age 1)
Children usually begin to:
imitate sounds they hear in language
respond when spoken to
look at pictures
reach for books and turn the pages with help
respond to stories and pictures by vocalizing and patting the pictures

Toddlers (Ages 1–3)
Children usually begin to:
answer questions about and identify objects in books — such as “Where’s the cow?” or “What does the cow say?”
name familiar pictures
use pointing to identify named objects
pretend to read books
finish sentences in books they know well
scribble on paper
know names of books and identify them by the picture on the cover
turn pages of board books
have a favorite book and request it to be read often

Early Preschool (Age 3)
Children usually begin to:
explore books independently
listen to longer books that are read aloud
retell a familiar story
recite the alphabet
begin to sing the alphabet with prompting and cues
make continuous symbols that resemble writing
imitate the action of reading a book aloud

Late Preschool (Age 4)
Children usually begin to:
recognize familiar signs and labels, especially on signs and containers
make up rhymes or silly phrases
recognize and write some of the letters of the alphabet
read and write their names
name letters or sounds that begin words
match some letters to their sounds
use familiar letters to try writing words

Kindergarten (Age 5)
Children usually begin to:
understand rhyming and play rhyming games
match some spoken and written words
understand that print is read from left to right, top to bottom
write some letters and numbers
recognize some familiar words
predict what will happen next in a story
retell stories that have been read to them

First and Second Grade (Ages 6–7)
Children usually begin to:
read familiar stories
sound out or decode unfamiliar words
use pictures and context to figure out unfamiliar words
use some common punctuation and capitalization in writing
self-correct when they make a mistake while reading aloud
show comprehension of a story through drawings

Second and Third Grade (Ages 7–8)
Children usually begin to:
read longer books independently
read aloud with proper emphasis and expression
use context and pictures to help identify unfamiliar words
understand the concept of paragraphs and begin to apply it in writing
correctly use punctuation
correctly spell simple words
write notes, like phone messages and email
enjoy games like word searches
use new words, phrases, or figures of speech that they’ve heard
revise their own writing

Fourth Through Eighth Grade (Ages 9–13)
Children usually begin to:
explore and understand different kinds of texts, like biographies, poetry, and fiction
understand and explore expository, narrative, and persuasive text
read to extract specific information, such as from a science book
identify parts of speech and devices like similes and metaphors
correctly identify major elements of stories, like time, place, plot, problem, and resolution
read and write on a specific topic for fun, and understand what style is needed
analyze texts for meaning

Reviewed by: Gail S. Diederich, MS

A home filled with reading material is a good way to help kids become enthusiastic (and proficient) readers. What kind of books should you have? Ask your kids about their interests. If they’re too young to have a preference, your local librarian can offer suggestions about age-appropriate books.

Here are some other tips:

Keep a varied selection. Collect board books or books with mirrors and different textures for babies. Older kids will enjoy variety: fiction, nonfiction, and poetry plus dictionaries and other reference books.

Kids can understand stories they might not be able to read on their own. If a more challenging book interests your child, make it something to read together. Younger kids can look at illustrations in books and ask questions as they follow along.

And don’t limit reading material to books. Kids might also enjoy:

magazines (for kids)
audio books
postcards from relatives
photo albums or scrapbooks
newspapers
comic books
the Internet
Keep reading material handy. Keep sturdy books with other toys for easy exploration. Books near the changing table and high chair can be helpful distractions for younger kids at appropriate moments. Plastic books can even go in the bathtub. Keep books next to comfy chairs and sofas where you cuddle up so you can read after feedings and naps.

Create a special reading place. As kids grow, keep age-appropriate books and magazines on shelves they can reach in their favorite hangouts around the house. Make these shelves appealing and keep them organized. Place some of the books with the covers facing out so they’re easy to spot. Put a basket full of books and magazines next to their favorite places to sit. Create a cozy reading corner, and encourage kids to use it by setting up “reading corner time” each day.

Keep it appealing. Make sure reading areas have good lighting. Change the materials often — add seasonal books, rotate different magazines, and include books that relate to what kids are interested in or studying in school. Decorate the corner with your child’s artwork or writing. Place a CD or tape player nearby for audio books.

Encourage kids to create the reading. Set up a writing and art center and encourage kids to make books, posters, or collages that they decorate with their own pictures and writing. Kids love to read things they’ve written themselves or to share their creations with family and friends.

source:Mary L. Gavin, MD

Source:
National Association for the Education of Young Children (3-5 years)

It’s been known for more than 100 years that a child’s emotional life strongly influences his interpersonal relations, behavior, and learning. Recent research underscores the importance of the early childhood years as a critically important period for the development of future mental health and self-esteem. Children with a healthy sense of self-esteem feel that the important adults in their lives love them, accept them, and would go out of their way to ensure their safety and well-being. Low self-esteem (feeling unwanted, unloved, and unaccepted) can often lead to learning disabilities, disciplinary problems, and depression later in life. Following are some essential elements for what young children need for healthy emotional development.

Commitment
Every child needs at least one reliable, responsive adult who is connected to and available to them for the long term. Without this, children are unlikely to learn to trust, or suffering the anguish of broken trust, learn not to trust again. This creates permanent damage in their ability to develop productive relationships, possibly including relationships with child care professionals and teachers. In addition, a child who lacks an adult to count on and to comfort her doesn’t feel lovable and may not behave “lovably.” Because she has never experienced and absorbed compassion, she has none to give. A warm and caring adult can sometimes tip the balance between a child who learns and a child who learns to fail.

Communication
Communication is the vehicle for intellectual development, exchanging information, sharing feelings, and developing strong emotional bonds. A parent or family member who chats encouragingly with a child about many of the things he’s doing, thinking, and feeling enhances the child’s language development, and helps him build confidence in his independence.

Boundaries
Reasonable and reasonably consistent limits help a child feel safe, feel like a good person, and feel likable. Usually, a child will not strive to meet the standards set by adults, will not curb her urgent impulses, and will not bother to make the extra effort, unless those standards are achievable for her developmental stage, she understands the limits, and she likes and respects the adult.

Appreciation
A child’s sense of self-worth is more likely to deepen when adults respond to the child’s interests and efforts with appreciation rather than just praise. Excessive praise or flattery may raise doubts in children, and many will dismiss an adult who heaps on praise as one who is not very believable.

Coping strategies
You can help a child develop and maintain healthy self-esteem by helping him cope with difficult situations. Coping strategies include sharing, managing anger, resolving conflict, and dealing with stress. During times of disappointment or crisis, a child’s weakened self-esteem can be strengthened if you let her know that your love and support remain unchanged. When the crisis has passed, you can help the child reflect on what went wrong. The next time a crisis occurs, she can use the knowledge gained from overcoming past difficulties.

Modeling
Essential for social learning, positive, competent, and effective role models teach children about the importance of becoming productive and caring individuals.

It takes time to nurture children. They require lots of leisurely time with loved ones and with others who enjoy them. Parents, child care professionals, and teachers can play an important role in strengthening children’s self-esteem by treating them respectfully, taking their views and opinions seriously, and expressing appreciation to them.

Make 15 minutes go a long way. Try these quick reading activities with your younger kids.

1. License to read. On car trips, make it a game to point out and read license plates, billboards, and interesting road signs.

2. Better than TV. Swap evening TV for a good action story or tale of adventure.

3. Look and listen. Too tired to read aloud? Listen to a book on tape and turn the book’s pages with your children. You’ll still be reading with them!

4. Labels, labels, labels. Label things in your children’s room as they learn to name them. Have fun while they learn that written words are connected to everyday things.

5. Pack a snack, pack a book. Going someplace where there might be a long wait? Bring along a snack and a bag of favorite books.

6. Recipe for reading. The next time you cook with your children, read the recipe with them. Step-by-step instructions, ingredients, and measurements are all part of words in print!

7. Shop and read. Notice and read signs and labels in the supermarket. Back home, putting away groceries is another great time for reading labels.

8. Your long-distance lap. Away on a business trip? Take a few books with you, call home, and have your child curl up by the phone for a good night story.

9. A reading pocket. Slip fun things to read into your pocket to bring home: a comic strip from the paper, a greeting card, or even a fortune cookie from lunch. Create a special, shared moment your child can look forward to every day.

10. A little longer? When your child asks to stay up a little longer, say yes and make it a 15-minute family reading opportunity.