How old should a child start reading?

Are you wondering if your child is “on time” when it comes to reading? Here are the language milestones your child should reach at each age:

CHILDREN AGES 0-3:
•Imitate some of the sounds and rhythms adults use when they speak
• Begin to associate frequent words with their meanings
• Recognize some books by their covers
• Pretend to read books and handle them correctly
• Produce some scribbles that resemble writing

Young boy with book,on white backgroundCHILDREN AGES 3-4:
•Attempt to read and write
•Recognize common signs and labels
•Enjoy listening to stories
•Be able to write some letters

CHILDREN AGE 5:
•Retell simple stories
•Use descriptive language
•Connect letters to sounds
•Begin to write common words and phrases

CHILDREN AGE 6:
• Read and tell stories
• Develop some reading strategies
• Read and write on their own
• Read a few things aloud
• Decode unfamiliar words
• Increase sight word knowledge
• Use some punctuation

Of course these are all guidelines. A childs development should never by any means be compared to any text or other children. Some children learn very early and others learn later. Children that learn to read very young don’t necessarily go on to be stronger readers then their peers, and children that learn later don’t necessarily go on to be weak readers. However, if your child is older and still isn’t reading you should probably dig deeper.

Delayed reading can be a sign of dyslexia and other learning disabilities that make language tasks more difficult. If you count on your child picking reading up eventually, she could easily get behind in other school subjects that increasingly depend on reading.

Most children learn to read by age 7. Learning to read is built on a foundation of communication skills that children start learning at birth—a process that is both complicated and amazing.
Most children develop certain communication skills as they move through the early stages of learning language. The following list of such accomplishments is based on current research in the field, where studies continue and there is still much to learn. As you look over the list, keep in mind that children vary a great deal in how they develop and learn.

If you have questions or concerns about your child’s progress, talk with your child’s doctor, teacher, or a speech and language therapist. For children with any kind of disability or learning problem, the sooner they can get the special help they need, the easier it will be for them to learn.

From birth to age 3, most babies and toddlers become able to:toddler-423227_1280
• Make sounds that imitate the tones and rhythms that adults use when talking.
• Respond to gestures and facial expressions.
• Begin to associate words they hear frequently with what the words mean.
• Make cooing, babbling sounds in the crib, which gives way to enjoying rhyming and nonsense word games with a parent or caregiver.
• Play along in games such as “peek-a-boo” and “patty-cake.”
• Handle objects such as board books and alphabet blocks in their play.
• Recognize certain books by their covers.
• Pretend to read books.
• Understand how books should be handled.
• Share books with an adult as a routine part of life.
• Name some objects in a book.
• Talk about characters in books.
• Look at pictures in books and realize they are symbols of real things.
• Listen to stories.
• Ask or demand that adults read or write with them.
• Begin to pay attention to specific print such as the first letters of their names.
• Scribble with a purpose (trying to write or draw something).
• Produce some letter-like forms and scribbles that resemble, in some way, writing.

From ages 3-4, most preschoolers become able to:
• Enjoy listening to and talking about storybooks.
• Understand that print carries a message.
• Make attempts to read and write.
• Identify familiar signs and labels.
• Participate in rhyming games.
• Identify some letters and make some letter-sound matches.
• Use known letters (or their best attempt to write the letters) to represent written language, especially for meaningful words like their names or phrases such as “I love you.”

At age 5, most kindergartners become able to:
• Sound as if they are reading when they pretend to read.
• Enjoy being read to.
• Retell simple stories.
• Use descriptive language to explain or to ask questions.
• Recognize letters and letter-sound matches.
• Show familiarity with rhyming and beginning sounds.
• Understand that print is read left-to-right and top-to-bottom.
• Begin to match spoken words with written ones.
• Begin to write letters of the alphabet and some words they use and hear often.
• Begin to write stories with some readable parts.

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At age 6, most 1st graders can:
• Read and retell familiar stories.
• Use a variety of ways to help with reading a story such as rereading, predicting what will happen, asking questions, or using visual cues or pictures.
• Decide on their own to use reading and writing for different purposes.
• Read some things aloud with ease.
• Identify new words by using letter-sound matches, parts of words, and their understanding of the rest of a story or printed item.
• Identify an increasing number of words by sight.
• Sound out and represent major sounds in a word when trying to spell.
• Write about topics that mean a lot to them.
• Try to use some punctuation marks and capitalization.

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