One thing we want to be doing is making sure that even if
text reading in large chunks is an effort, that we're still encouraging
language comprehension and growth of oral language skills,
because these will these would be a bolster for reading comprehension,
and also just help the child not get too far behind in other areas as well.
And so, thinking about ways to do this is, just thinking a bit more strategically
about times when the child is expected to kind of do text, as it were.
So when children are reading easily, they can use
text as a way to learn vocabulary, learn about different things,
and the effort of the reading is not distracting from that.
When reading is an effort we need to separate out when children are gonna
get content and ideas whereas when they are working on text processing,
in terms of opportunities to help the child
absorb the ideas without the effort of decoding.
Audio books are a great tool for this and
becoming increasingly available to everyone.
So things like having an audible account and
in some countries, there are schemes where if you
have dyslexia you can get actually get free access to audio books as well.
So this is always worth pursuing in the country that you're living in.
So audio books are great because
students get the content the ideas, the juicy stuff,
and they're not having to worry about the decoding.
So that's one thing I think is always a really good recommendation for
a student, but then also there's kind of intermediate steps.
So for example, if school is encouraging you to read books at home,
if you're a parent, rather than making the child take
the whole load, you can do things where maybe you do one paragraph,
you read one paragraph aloud, then your child reads one paragraph, or
you can even do it line by line, depending on where your child is at.
So, it's working out, 'when can I take a bit of the load off so
that the child can devote some energy to the content?'
And that really that's really critical in,
both in early reading and also in later reading.