Finding a Path to Reading

When Nathan was 5, he used to boast that he taught himself how to read.  I couldn't help but feel partially offended by this comment.  I was, after all, very deliberate about teaching him how to read.  I chalked it up to his independent nature, and his 5-year-old, ego-centric view of the world.  I began to feel better.  

But recently, my free-spirited daughter began telling people that she taught herself to read, as well!  Perplexed, I had to stop and ponder this a bit.  If I was so deliberate about teaching them to read, then why did they perceive themselves to be the teacher?  

And then I realized, that's exactly what I wanted them to think!  A large part of my philosophy on reading is that children learn to read, each in their own meaningful way.  

My approach to reading has always been child-led.  From the beginning, I pay attention to the tell-tale signs that say, "I want to learn to read!"   This can be anything from taking an interest in letters, to when they start "reading" signs outside, or telling stories from the pictures in a book.  When kids realize that those little black symbols on the page mean something, their curiosity naturally leads them on the road to reading!  My job is simply to guide them along.   

When I see an opportunity to point out or model skills that would help them become better readers, I jump on it.  I call these my "teachable moments."  However, during any "teachable moment" I am careful to stay in touch with my child's interests and needs.  Sometimes they are receptive to a suggestion.   When they want an easier way to figure out a word (other than looking at the pictures), I can suggest to skip the word and come back to it, or show them how I  use the letters in the word for clues.   Sometimes, they want to be left alone.  If they don't feel like sounding out a word, I don't force them to do it.  I pay attention to when they are open to suggestions, and when my suggestions become too unnatural and forced.  I allow them to reject my ideas and try their own.  In doing so, my kids felt like they walked their own path towards reading.  I was just along to help them stay on that path.  

Now, instead of being offended that my children don't credit me with their ability to read, I am satisfied in knowing that I allowed them to teach themselves to read.  With my guidance, they learned the skills to read, in their own meaningful way.  They created their own path.  And they take pride in knowing that they did, in fact, teach themselves to read!