This document provides practical tips and activities to inspire children to read more and enjoy the experience, emphasizing the importance of creating a routine, fun reading environment, and using varied materials. It also introduces reading strategies like SQ3R, designed to improve comprehension, encouraging children to actively engage with the text through questioning, summarizing, and reviewing. The overall goal is to foster a love for reading and enhance understanding, particularly for children who may struggle with dyslexia.

1. READING TIPS
We collected some practical activities and examples that could inspire you to
motivate your child to read more and to find pleasure in reading.
1. Reading time
 Create a reading time and make it a routine because it can help
create a reading habit.
 Create a specific comfortable space where you can read together.
 Make the reading time fun and a moment of you being together and
not a duty.
 Chose reading materials that would interest your child.
 You can start with audiobooks, and then alternate with different
sources: books, e-books, flashcards, comic-books, poem books etc. In
that way you make sure to keep the surprise element.
 Chose topics that you know your child would enjoy.
 Take turns in reading. But you start first.
 Pick up the texts so that your child takes turn, the passage will contain
simple, known, regular words.
 Unknown and irregular words will be learned in different settings
(classroom, homework etc.)
 Go progressively, not too fast (because it can be challenging), but at
the same time not too slow (because it can be boring) to more
complex texts.
 Have a debriefing moment after reading where you can talk about
what was read, draw, act out, ask questions etc.
 Use adaptive tools that could help your child to read, special rules to
keep the line, colors token to mark the text, flash cards with challenging
words written and also the visual meaning, and don’t be afraid to be
creative and try various things that would make reading accessible and
pleasurable.
2. Teach your child reading strategies
 It can help for understanding what was read. If someone understands
what he or she is reading, that would increase the chance of enjoying
reading and will read again. So how can we help our children to
understand the text better? We know that dyslexic readers struggle with
fluent reading and they put a lot of effort in decoding written text.
Reading strategies will support your child reading and would improve
text comprehension.

2.  One reading strategy is called SQ3R. The method was published by
Francis Pleasant Robinson in 1946 in Effective Study and is based on two
psychological principles: stimulating curiosity and connecting ideas. It is
a useful method for children from secondary education, high-school or
even university students.
The SQ3R method is an active reading method that involves 5 steps:
Search – a superficial reading, when the child is decoding the text, trying to
get an overview about the text topic. Also, you can help your child by
offering a preview of the topic, you will activate some prior knowledge they
will need to better access the text, some key points, context. It also helps if
the new words or the difficult ones are reviewed in advance.
Question – you can help your child learn how to ask the right questions to
activate his attention and mobilize for an active reading. You can ask your
child to write down some short questions regarding the text that is going to be
read, for example you can suggest questions that would try to identify what a
paragraph/a chapter would be about. This can help make some prediction,
activate critical thinking and creativity. During this stage, children learn to be
focused, to search for some information, to link the new information with prior
knowledge, to question the author’s ideas and to have a personal point of
view on the text.
READ: it refers to the actual reading process. In that case, reading would not
be such an effort as reading without prior reviewing and questioning the
topic. It would be “a familiar text” in a way. It is specific to that stage that the
reading is divided in paragraphs. After each paragraph you can help your
child to find the main idea and write it down. The idea extracted should be
clear, short and concise. Obviously, reading in that case is also very active.
REACT: it means to try to reproduce the main ideas of the text from the
memory. The main ideas were also written during second reading. During this
task, children should also be helped to find answers to questions asked on the
second stage and compare the questions asked with the actual text content.
If something is still not clear, you can teach your child to go again to the text
and find out what is still missing or unclear. It is recommended to use
dictionaries and it is enriching to compare your child’s text comprehension
with a peer or yours.
REVIEW: helps the child obtain a panoramic view of the text, establish
connections with other knowledge, connect to real life situation and find
ways where they can use the information acquired.