If your child is 7 or 8 years old, just skim chapter 1 for things we assume are already very easy for Danny, and then go to Chapter 2 for how to start the Reading Game with Danny. (If Nicholas is older than 8, there will be a different starting chapter, some day, so consider phoning or writing to Piper for what to do now. “Contact Piper“)

Here you’ll find explanations, preparations, and instructions for teaching your child to read with enjoyment and understanding — with a tremendous emphasis on enjoyment — beginning with the words “Let’s start a new game!”

This section explains the preparations for rapid success using your free Dog and dog-cat book.

Included are a variety of interactive activities with the child to prepare to play The Reading Game.

When working with a 3 or 4 year old, it is normal that the entire first session will consist of only the interactive activities. If you do not begin reading the book during the first session, even for a five or six year-old, it is OK.

Progressing at each child’s pace and keeping the game lively and fun is of primary importance.

Printing the Book:

Open the attachment for the Dog and dog-cat book that you receive in your email. You will need Adobe Reader to open it. (If you don’t have Adobe Reader, go to

http://get.adobe.com/reader/

to download it free.) Print the book, making sure that it prints one page on each sheet of paper.

*For preschoolers, keep pages 4 and 6 handy and keep the rest of the book out of sight — perhaps on a high shelf.

*For kindergartners, keep pages 4, 6, 8, and 10 handy and keep the rest of the book out of sight.

*For first and second graders, keep pages 4, 5, 6, 8, and 10 handy and keep the rest of the book out of sight.

We want the child to taste and enjoy success at each and every session. We also want everything s/he sees to look easy. To accomplish that, each tiny “new” step follows immediately after enjoyment and praise for the previous easy success.

Look  for:

for what to do when anything you think will be very easy turns out to be “hard” for your child.

By following these directions, as you show each new page you will be sharing the delight of reading “easy” words that your child already knows. That’s why we tell you to keep the other pages out of sight during this first session. Do not introduce anything you think might be hard.

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But what if something you think will be very easy turns out to be “hard” for your child? You simply do the right action yourself, or make the approximate “meow” or “woof-woof” sound yourself, or smile and give the right answer yourself. Then give your child a chance to try it “like me” — and praise or applaud the effort.

]]> http://readingwindow.org/2010/01/chapter-1/feed/ 0 http://readingwindow.org/2009/12/jennifer-m/ http://readingwindow.org/2009/12/jennifer-m/#comments Tue, 01 Dec 2009 13:58:37 +0000 moss http://readingwindow.org/?p=849 Quotes from James on the 11th day of his session in regards to his reading:
“I’m like lightning!” and “I’m not so dumb in my brain!”

And this is what his mother explained on the same day:
Last year in Kindergarten he would crawl under his desk at school and cry.  He would tell his teacher that he had “bugs in his brain”.

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James’ mother’s letter:

I have seen the greatest change in James’ confidence and attitude towards reading. He started out only being able to read a few words in a book we read everyday. After two weeks with Reading Window, he can read the whole book. He is so proud of himself and that is better than anything. Before he started, he gave up quickly. Now he tries and tries. Even if he fails, he is confident. I appreciate all you have done, not only with his learning, but in his ability to believe in himself.

Thank you,

Jennifer M.

Cameron W.

Update from 2007:

Cameron is still doing very well with her reading as well as other school work. She is on reading level. She also keeps  getting on Honor Roll!

-Nancy W.

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Congratulations to Job, Catherine and Carter who graduated from our 2009 Summer Program.

Have you ever wondered how many different programs Reading Window conducts? It’s true that all our activities revolve around our six-week Literacy Programs. However, this includes our regular Early Literacy Program, our Pre-School Program, our Summer Program, our ongoing After-School Program, as well as our Long-Distance Telephone Tutoring Program (upon special request). We also offer, by special arrangement, a less structured and usually briefer program called our Booster Program. We also offer a fledgling free program via our website — www.ReadingWindow.org — which includes our free book to download named Dog and dog-cat plus the first chapter of a new book: HOW TO TUTOR SUCCESSFULLY.

The full fee for each six-week intensive Literacy Program is $600. However, we give many scholarships based on need, and so far in this 2009 recession year, every family we have served has requested scholarship assistance. So it seems time to be creative about raising new money for more scholarships. Would you like to donate $10 or $25 or more to participate in getting my book, HOW TO TUTOR SUCCESSFULLY, completed? I’d email you the early drafts of each chapter for you to check out — and, whenever you wish, you could use the Contact Piper option for your suggestions or corrections. You’d be listed in the credits.

Of course money alone, to add to our scholarship fund, would be very helpful and very welcome also.  Use the [Donate] icon in the right hand column of each page or send us a check for a tax-exempt (Educational 501-c-3) donation to invest in transforming children’s lives.

Just a note to let you know how pleased I am with The Reading Window program. As you know Jacob is now entering his third week with Reading Window. His frustration level with reading has decreased to almost none! He actually wants to “finish a chapter” at night after having his lesson already. I also notice that he is actually comprehending what he is actually reading, which is a first for us! It makes me so happy and proud for him! He loves going since the very first day. Sherri has worked out a way with him where if he doesn’t know a word, he still does the “first sound” and is then helped. She has a wonderful way with him and is very observant in everything he does. I am very confident with this program, even after this short time!

Thank you all for all you do.

Andrea O. (Jacob’s mom)