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K67%@,.7%@<A,N$ ]6-?:AY@4 B) A ;A}>$PF;A,;A,;A,;A,;A,;A,;A,;A,;A,;AU,};A6,;A,ZFK 6-C:,6-C:,6-C:,'6-C:,06-C:,96-C:,B6-C:,K6-C:,dF 6-C:,6-C:,6-C:, }nFjj6.`hhhhhhhhhhhhhץi(ːJe˅ː̠8Jڑ8օۑoFNN67@,.;!}Υ˅ޥ̅ߥڅܱޑΥ i(ː`xFkk6.ahhhhhhhhh֥i(ːJe˅ː"}΅ڱ΅ۥ˅ޥ̅ߥڅܱyF::67@,.'Αޥ i(ː`Fii6._pp@h OP#}F&&67@,.B A6F[-$}@@ D:RCGAME.PICP6-?:<@<@<<Ad,[@F006-?:<<<<<@<@%}y,F006-?:<<<@ <<@9<@y,F006-?:<<<@@<<@Y<@y,F006-?:<<<@`&}<<@y<@y,F006-?:<<<<@<@<AY,F006-?:<<<@ <@<@9<AY,F0'}06-?:<<<@@<@<@Y<AY,F006-?:<<<@`<@<@y<AY,7J$ NB6-F:B,!6-F:B(},06-F:B,?6-F:B,B$ D:READ0.BAS<@`<@<@y<AY,7J$ NB6-F:B,!6-F:B; If you've ever tried to help a young child learn to read, chances are you've been through the entire range of h!*}uman emotions in the process. Just when you're about to say "By George, I think she's got it," the child seems to forget!+} everything she's ever learn- ed. On the other hand, just when you are about to give up and decide that your child is !,}certain to grow up illiterate, she has a sudden burst of intelligence and you brag to your friends that little!-} Susie is now ready to take the Medical School Admission Test. !.} From the child's point of view, learning to read brings a similar set of joys and frustrations. So!/}metimes it seems that the best thing to do would be to round up all the books in the house and bury them in the san!0}d- box. Often the young child can't figure out why parents are so pushy about this reading thing, and why on !1} earth it's such a big deal. Then suddenly there dawns the light of dis- covery and she realizes that she is now !2}able to unlock a secret code, and read an entire book all by herself. There!3} are many reasons that learn- ing to read is a bumpy experience. In most cases, the blame should be placed not on the chi!4}ld, but rather on the readiness program. If children are not given a good foundation of readi- ness experiences, t!5}heir chances of success are almost nil. It's like learning to drive without having rid- den in a car, or learnin!6}g to talk without first hearing the spoken language. !7} The situation is not an inevitable one, however. Much can be done to help the child develop the kind of back!8}- ground skills which will make the reading process much easier to master. In this series of articles, we will be !9} exploring many of the things which parents can do with their children to help them get ready for reading. We will!:} be taking a look at some games and other activities which parents and children can enjoy together, and we'll also be e!;}xploring why these experi- ences have a direct bearing on success in reading. !<} One of the areas which we will be focusing on is the use of the computer to help young child!=}ren get ready to read. For many aspects of readiness, the computer is a natural. It has lots of appeal to youngsters,!>} and it provides opportunities for them to be active while they learn. It also provides a tool which parents!?} and children can use together to enrich a situation which might otherwise be very dull, confusing, and frustrat!@}ing. In this series of articles, we will be exploring some of the ways in which parents and children can work !A} together at the computer to build some of the essential pre-reading skills. Each month we'll focus on a different kind!B} of skill. This month, for exam- ple, our topic is visual skills; learning to use the eyes to discrim- inate bet!C}ween two pictures. Next month we'll be providing some activities having to do with auditory skills, etc. !D} Keep THE NEW ALADDIN magazine (and this article) !E}handy so that you and your child can go back and review the activities often. Repetition is one of the best ways for!F} a child to learn a skill. The child needs to have some time to process the information and to become the master of t!G}he situation, and there's no way to pre- dict how long this will take for any particular child. !H} Before we begin with this first set of activities, we need to add a !I} few words of caution about the use of computers to help children learn. As with any learning tool, the computer lose!J}s its value when the enjoyment aspect is gone. Therfore we urge you to force your child to sit at a computer !K}and go through lessons. Young children need many opportunities to be active. They need to progress at a rate which is !L}comfortable for them, and no one but the child can determine just what that rate is. !M} If it were possible, we would develop some computer based learning activities which would a!N}utomatically self-destruct if misused by parents. That's how important we think it is to be gentle and encourging. Ho!O}wever, we weren't quite able to bring that off, so we're stopping just short of such a drastic move. Instead, we're aski!P}ng you to use the honor system and promise that you won't ever force your child to "do lessons" at the computer. !Q} If you agree, sign the pledge below by typing in your name, and then press RETU!R}RN to continue. I hereby promise not to be a pushy parent. !S} I swear that I will not tie my child to the chair and make her (him) learn, nor will I threaten to do her (him) !T}bodily harm if her (his) progress seems not to be in keeping with my plan. !U} Name _____________________________ There's one other thi!V}ng we want to mention about early learning, and then we'll get on to the skills. No com- puter, not even the largest m!W}ainframe in the world, can ever provide the kind of readiness skills which your child can gain when you spend lots!X} of time talking, listening, and reading to her. Language skills are the most important components of a good !Y} readiness program. The others are necessary, but they can't begin to match the importance of face to face comm!Z}unication in building readiness for reading. ACTIVITI![}ES FOR BUILDING VISUAL SKILLS In order to read, children must be able to discri!\}minate between letters and words. They need to have practice in learning to tell which symbol is which so that they !]}won't confuse letters and words when they begin to read. !^} One way to build these visual skills is through games and other activites which utilize pictu!_}res of objects, geometric shapes, and then letters and words. !`} Let's begin by playing some match- ing games with some pictures. First you'll need to tape some colored dots !a} on a couple of keys. You can buy colored dots in an office supply store, or just make your own. Place a red !b}dot on the letter Q, and a green dot on the letter P. Your child will see a pair of objects o!c}n the screen. If the objects are alike, she should press the green key. If the objects are different, the red key sh!d}ould be pressed. When the correct key is pressed, the rabbit be look happy. If the response is not correct, the rabbit!e} will lie down, and your child's job is to try another response so that the rabbit will be happy again. On the nex!f}t page is a sample of the "VISUAL SKILLS" game for you to try (parents are allowed to have fun too!). The complete!g} "VISUAL SKILLS" game is scheduled to be included in a future issue of "THE NEW ALADDIN" for you and your child to!q}B'DOS SYSB*+DUP SYSBUAUTORUN SYSB WCHAR TXTB>`GAME11 PICBMENU B>RCGAME PICB<READ0 BASBH)READ0 TXTB:zREAD11 BASB=READ11 TXTB2READCOR BASB #READCOR CMPB>CREADCOR PICBHREADCOR TXT practice with. !r} !s} !t} "Q" KEY-->MATCH "P" KEY-->MISMATCH !u} If you have trouble, don't worry. Just press the key and go on to the next screen. Y!v}our child is just dying to show you how it is done. Remember, have fun, and quit your child gets tired. !w} !x} !y} Happy Learning ... Dr. Park Uu "NMBTLEAMATAPGSCTNAKPGMEAMDLTGAARANDLTLOARARARRRVRVLFASASASASRGMSDLITPGKBAP%{}MMAMTMDDLSC70C70C71C71R1R2R3R4S1S2S3S4GPA%|} %}} !"#$%&%~}'()*+,-./0123456%}78 _ (}@e% Bp7AYA A0SAAv_6-I6-?:C:%},<B<A `,1AR@C-@I( D6.ŠeadING coD6-?: H A%} AAdAU F:B2y,"@A&6-F:Ad,&"AUAaAdAUM+++%}"@G,*+"@,,)++"@,*+",,,W Aa AO;+++"@G,*+",,)++"@,*+"@%},,,E AO A A 16-?:C:,<B1<A2,1AY 6-?:&6-?:<B1<<@(<,:-@@> (>&6-?:<B%}1<<@(<,:-@@@> 2>&6-?:<B1<<@(<,:-@@> <>&6-?:<B1%}<<@(<,:-@@@> FB&6-?:<B1<<@(<,:-@@> B P)&6-?:<%}B1<<@(<,)$xy&6-?:<B1<<@(<,:-@@> a6-?:<B1<<@(<,%}u-@@@y y&6-?:<B1<<@(<,:-@@> a6-?:<B1<<@(<,u%}-@Ay )&6-?:<B1<<@(<,)$@{%6-P:@$H:@,,%@G6-P:@$H:@,,%%}@U-@Y {6-P:@$H:,,%@J"@6-K"@6-L"@6-M%}"@6-N"@6-O"@6-P"@6-Q"@6-R!6-"!%}6-@hL&6-?:<B1<<@<,I6-?:<B1<<@R<,L$GG;AF,;@T,;@@,%};@,;@@,;@Q,*6-B 6-C:,!6-C:,*6-C:,ii6._hhhhhhhhhؠԄձ˦L %}i@`8 ɀɠͥԐթԥOF67@,.3`ΰȐ@i `8@ɀఴ%}O6-C:,F;@G,F6./hhhhhؠ`` @@6.6HHHffok ԍЎйsйg %}gfhhh@006.&pp@h A*[-@@ D:READ11.TXTP6-?:<@%}<@<<A,[@,T%6-F:AV,%AV$F:AW,H6-P:+'A ,%?,&@T6-.N67%%}@,. 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For example, in our las)}t article we focused on helping children develop the ability to match various objects and shapes. This skill )}is called visual discrimination. Because our response to that)} article has been so enthusiastic, we've decided to go on to the next level of that skill before introducing a ne)}w one. Later in this article, you'll find a )} game for your child to play. This game will reinforce some of the things you can do as a parent to help your chil)}d develop good visual skills. Computer games are helpful and fun, but there)} are many other ways to build these skills as well. Here are some things you can be doing every day to enhance your c)}hild's visual skills. Use the words "alike" and "different" in conv)}ersations with your child. Get a book of wallpap)}er samples and ask your child to find matching shapes. )} When you are in your car, talk about shapes that you see on street signs. )} Get a bucket of water and a paint brush. Go outside and let your child )} paint circles, squares, and triangles on the driveway. Later, graduate to capital letters. )} Buy some simple wooden puzzles. Talk about the shapes as your child works wit)}h them. Ask your child to find look-alikes in a set of do)}minoes or a deck of cards. Let your child h)}elp set the table. This will enhance his concept of left and right. )} Cut pictures of name brand foods out of magazines, and ask your child to find these while you are i)}n the grocery store. For example, in the cereal aisle, your child might look for the cereal box that matches hi)}s picture of Cheerios. Play games that help your child use )} words such as round, straight, and pointed. ("I see something round," etc.) )} Make modeling dough or cookie dough and get some cookie cutters in the shape of )}a circle, square, or triangle. Talk about these as your child plays with them. You can also help your chil)}d make letter shapes with strips of dough. Save pairs of la)}bels from foods. Mix them up and let your child match them. )} Play visual games with mail order catalogs. For example, open the catalog to a particular page )}and say, "I see something big and blue. Can you find it?" (This type of game will also enhance your child's vocabula)}ry.) Print a letter on a piece of paper and see how many of the same letter )} your child can find by looking on a cereal box. M)}ake footprints out of construction paper. Write a capital letter on each, and tape them to the floor. As your chil)}d steps from one to the other, ask him to name the letter. Play "I spy)}." In this game, you say, "I see something round and blue," for example, and the child tries to find it in the room)}. Using ropes on the ground, create shapes or letters and as)}k the child to take additional ropes and make shapes or letters that match. )} Using everyday objects in the child's environment, there are hundreds of opportunities for developing visua)}l skills. In deciding which activities to use with your child, the most important consideration is enjoyment. )} If your child isn't having fun, then it's time to stop. The quickest way to kill interest in reading is to forc)}e the child to sit through something he or she isn't interested in. )} For more direct practice, we've added a new dimension to the readiness game which appeared)} in the last issue. As you may recall, you'll need to tape some colored d)}ots on a couple of keys. You can buy colored dots in an office supply store, or just make your own. Place a red dot o)}n the letter "Q", and a green dot on the letter "P". )} Your child will see a pair of letters on the screen. If the letters are alike, she should press the green )}key. If the objects are different, the red key should be pressed. When the correct key is pressed, the rabbit )} will be happy. If the response is not correct, the rabbit will lie down, and your child's job is to try another resp)}onse so that the rabbit will be happy again. On the next page is a sample of the "VISUAL SKILLS" game for you to tr)}y (parents are allowed to have fun too!). )} )} )} )} )} "Q" KEY-->MATCH "P" KEY-->MISMATCH If you have trouble, don't worry. )} Just press the key and go on to the next screen. Your child is just dying to show you how it is done. Reme)}mber, have fun, and quit your child gets tired. )} )} (SANDRA PARK, Ph.D.)}, is an authority on computer-aided education.) (SANDRA PARK, Ph.D.(<"FFSSTFTFFTLEPICTXTBYLPGAKPGAMAPAMAPLYPLRAHXWIKEKATAAMSCPGAPDLSAMDCMPTDLIT-}MSKBMBMDMMANRPSPNOCBPA@AYAdAU@4@@A( $  $  -}((( @ AUB0a@(B1BB2uB7@A&:PB2HB@3-}B8B(EB$ B0F!7%&"B23#&$P#%#67&P#'($__($//)$***$-}99+,@A-'A.U(/@A0&1)6-@6-'6-AY36-Ad?6-AUK6-}-@4W6-@@c6-Ai(}u@e B6.ŠeadING co6-v6. D:READCOR.CMP+6. 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U_UTffffB""""6m}""" ?UU__UUPę333333?"UU}UWU@ffffB""""""" *UwUUTę36n}33333*@U_UUUStffffB""""""" *D_UU ܪę333333*wUPwtffffB""""""" 6o}*DDAUUMܪę333333*wT7wtffffB""""""" *DDDAAܪę333333*6p}77wwtffffB""""""" *LDDDܪę333333**?7wwtffffb""""""" J O6q}|DDܪę33333 7wtffffb""""""" B  OtDܪę3333<A7w6r}tffffb""""""" B<TDܪę3330(3UUA17wwtffffb""""""" ʨJUUUP|Dܪ6s}ę330* UUU=7wtffff""""""" ª*EUUP Dܪę33*1UUG7wtfffv6t}D""""" JA0DU Dܪę3 Pw7tffoD"" *JDD@MDܪę6u} 77wtffD BCDDܪę77wtfvDJ6v}BODܪę 77wwto@ J*?| DҪĹ6w}?7=7wwJꪨ@ J?L D*Ŀ 717wt@ *6x}L4DҪ!77wJꪪ*? D*w=76y}7r*ʠDtDʪꪪ* 7w7*Ī*DD D6z}Ī*7t2ĪDҪ Ī !7J*6{}ĪD*Ī4*ĪĪ6|} Ī*ĪĪ6}}ĪĪĪ6~}ĪĪĪ6}UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUS6} W}UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUS4; LETS'S GET CRITICAL WITH READING I:}n the last issue of THE NEW ALADDIN we looked at some of the ways in which parents can help children develop s:}kill in understanding what they read. This time w:}e'll continue our explo- ration of the reading comprehension skills by focusing on a special group of abilities called:} critical reading skills. Whenever we use judge:}ment and evaluation skills while we read, we are involved in critical reading. Let's put your own critica:}l reading skills to work. In the following list, decide which skills would be classified as critical reading ski:}lls. 1. DRAWING CONCLUSIONS ABOUT SOMETHING YOU HAVE READ :} If this is a critical reading skill, type Y for Yes. Otherwise, press the space bar to continue. 2:}. FINDING ALL OF THE COMPOUND WORDS IN A STORY If thi:}s is a critical reading skill, type Y for Yes. Otherwise, press the space bar to continue. 3. DECIDING:} WHETHER AN ARTICLE CONTAINS FACTS OR OPINIONS If this is a cri:}tical reading skill, type Y for Yes. Otherwise, press the space bar to continue. 4. READING TO SOLVE P:}ROBLEMS If this is a critical reading skill, type Y for Yes. Ot:}herwise, press the space bar to continue. 5. SCANNING AN ARTICLE TO FIND A PARTICULAR WORD :} If this is a critical reading skill, type Y for Yes. Otherwise, :} press the space bar to continue. 6. PREDICTING THE OUTCOME OF A STORY :} If this is a critical reading skill, type Y for Yes. Otherwise, press :}the space bar to continue. You answered: The correct an:}swers are highlighted: 1. Drawing conclusions about something you have read. :} 2. Finding all of the compound words in a story. :} 3. Deciding whether an article contains facts or opinions:}. 4. Reading to solve problems. :} 5. Scanning to find a particular word. 6. Predicting the outcome of a story. :} Critical reading involves thinking about what we have read. When we help children develop critical reading skil:}ls, we're actually helping them learn to think. There :}are many ways parents can foster critical reading and thinking skills. Here are some suggestions. Read newspa:}per articles with your child. Help you child make judge- ments about what he has read. Read the same ne:}ws story in two different newspapers. Discuss what was included and what was omitted in each of th:}ese. Why are the stories different? Read a mystery story aloud with your child. Talk about th:}e clues as they emerge in the story. Watch television plays with your child. Help him predict what w:}ill happen next. Ask your child to paraphrase what he has read. Paraphrasing makes :} it necessary for him to grasp the full meaning of the author's statement. O:}ne of the most important critical reading skills is problem solving. On the next several screens you will see some situ:}ations involving problems. Ask your child to read the problem and select the best solution. TOM IS HELPING:} HIS MOTHER BAKE A CAKE. HE SPILLS SOME MILK ON THE FLOOR. WHAT SHOULD HE DO? :} A. Clean it up. B. Ask his dog to lic:}k it up. C. Pretend that it didn't happen. :} Type the letter which is next to the best answer. You answered: :} The best answer is: :} A. Clean it up. THE MAILMAN SEES A HUGE, SNARLING DOG AS H:}E APPROACHES A HOUSE. HE WANTS TO DELIVER SOME LETTERS TO THE PEOPLE WHO LIVE THERE. WHAT SHOULD HE DO? :} A. Drop the letters as close to the house as possible. :} B. Wait until tomorrow to try to deliver the letters. :} C. Throw a stick at the dog. You answered: :} The best answer is: :} B. Wait until tomorrow to try to deliver the letters. ALICE DROPPED HER LIBRARY BOOK IN :}A PUDDLE. NOW IT IS RUINED. WHAT SHOULD SHE DO? :} A. Tell the librarian that she lost the book. B:}. Try to buy a book just like it at the bookstore. C. Exp:}lain to the librarian that the book fell into a puddle. You answered: :} The best answer is: :} C. Explain to the librarian that the book fell into a puddle. JEFF WANTS TO HAVE THE M:}OST IMPORTANT PART IN THE SCHOOL PLAY. TRYOUTS ARE NEXT WEEK. WHAT SHOULD HE DO? :} A. Practice the part over and over until he knows it very well. :} B. Ask his mother to tell the teacher how much he wants the part. :} C. Offer to help the teacher clean up the room after school every :} day. You answered: :} The best answer is: A. Practice:} the part over and over until he knows it very well. BILLY HAS A VERY SORE THROAT ON THE DAY OF HIS BEST FRI:}END'S BIRTHDAY PARTY. HE DOESN'T WANT TO MISS THE PARTY, BUT HE FEELS SICK. WHAT SHOULD HE DO? :} A. Tell his mother that he feels sick and ask for her ad:}vice. B. Ask his friend to have the party on a different day. :} C. Go to the party anyway. You answered: :} The best answer is: A:}. Tell his mother that he feels sick and ask for her advice. In your daily activities you'll see lots of o:}pportunities to ask you child to solve problems. Adjust the difficulty of the task to the skill level of your :}child. As your child matures, talk to her about real life pro:}blems, such as overcrowded jails, welfare programs, etc. Read newspaper articles about such problems, and discu:}ss possible solutions with your child. In this way, your child ca:}n grow to become a critical reader who will be able to apply good thinking skills to real-world problems. :} (Sandra Park, Ph.D. is a recognized authority in computer aided education) to real-world problems. 8U