If a child is not already showing us they’re ready for print by scribbling on their drawings, we can test for readiness as shown here.
We do that with a Key Word — one that represents something they love, fear, want or are simply fascinated with.
To capture a Key Word —
Have the child talk about something special they have on their mind. Help them decide which word they’ve been using best represents what they’re thinking. It can be one, two or even sometimes 3 words: cookie — Oreo cookie — chocolate chip cookie. (Whatever best describes what they’re picturing and talking about.)
Write that word out on paper sturdy enough so they can carry it around and do something with it. Say it’s cookie. If you’re testing a young child at home, have them put it in the oven a few seconds, pretending to bake it, put it on a plate, pretend to eat it, etc. If old enough to draw, they can just draw a picture of a cookie.
Put the card away after they’ve drawn or played with it for awhile.
Then bring it out the next day. If child is ready to move into print, they will immediately recognize that word on the Word Card the next day and remember it from then on. Give no hints — don’t show them how to sound it out. The test is to see if it made such a strong impression that they recognize it immediately.
Test the word only written on the Word Card. At this point, they will probably not recognize it printed elsewhere. So actually, they’re remembering the entire experience — not yet “reading” in the traditional sense. Resist the impulse to give hints — or show them how to sound it out. The test is to see if it made such a strong impression that they recognize it immediately.
If they remember it immediately the next day, we know they will benefit from playing regularly with their own Key Words. If not, it could be that they aren’t yet ready.
Or it could also be that they didn’t choose a true Key Word that day. So, we look at that next.
Check for Valid Testing of a True Key Word
Sometimes it takes awhile for the child to understand what you’re asking for. They may not realize it’s to be a word that’s really special to them.
So they just gaze around the room and ask for something their eyes just happen to land on. Something like “light bulb.” If you give them that word, they probably won’t remember it the next day — because it doesn’t resonate with a strong feeling within them.
Or perhaps they’ve asked for what appears to be a true Key Word. But they weren’t that interested in seeing it and don’t remember it the next day. Then they may not be ready. If you try it a second time, witfh the same response, let it go and try again sometime later.
While you’re waiting, also let them have paper, crayons/pens, and a pencil available. When they’re ready, they may begin to scribble on their drawing. But if not, you can test by writing their Key Word, as before.
But remember, there’s no rush. If they were able to learn to talk, they will eventually come to the stage of working with print. (I’ve only had one child who never was able to work with Key Words — and that child also couldn’t speak, even in his home language. So, of course, he couldn’t give us a Key Word.
Continue to Build a Foundation For Print
In the meantime, read to the child often, letting them see the pages. Talk with them about the story. Also play with nursery rhymes. See the first page in Phonics for more ideas. There’s no need to have them memorize sound/letter relationships. Their time is better spent reading and playing with sounds. They’ll learn phonics naturally later, by absorbing the the sound/letter relationship later, as they help you spell their own words.
Memorizing sound/letter relationships probably won’t hurt a child from a print-rich environment. But if you’re working with a child with little or no experience with print, asking them to memorize phonics may be confusing and lead them to lose confidence. And in working with older children who’ve not learned to read, I’ve found that lack of confidence is often the cause. They’ve tried, struggled, and eventually given up. But always, I’ve been able to start them on Step 3, which relaxes them and give them some positive interaction with print. And from then on, they’ve moved forward.