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- Is the child familiar with the handling of books?
- Does the child understand that print conveys a message?
- What does the child know about the purposes of reading?
- Does the child know that speech can be converted into print?
- Does the child know that print can be converted into speech?
- Does the child have any concept of producing a printed message; write own name?
- Are there any concepts of print such as knowledge of letters, words and directionality evident in
the child's attempts to write?
- Does the child understand the concept of “word”?
- Does the child understand the concept of “letter”?
- Does the child understand that letter order within a word has significance?
- Does the child understand that words in a sentence have an order?
- Does the child understand the system of direction; i.e. left to right, down the page, line under line?
- Does the child realise spaces separate words in a sentence?
- Does the child use prediction to determine what comes next?
- If the child is making sense of a text, what cues are being used?
- Can the child construct a message from print which matches that of the author?
- Does the child adjust reading style and create according to purpose of reading task?
- Can the child locate books to satisfy needs?
- Can the child use reading to obtain information?
- Can the child relate what is read to his/her own knowledge about the world?
- Does the child enjoy reading?
- How often is the child reading?
- How often does the child vary the types of materials he/she is reading?
- Can the child read silently?
- Does the child ask for help if he/she is having difficulty in any aspect of reading?
- Can the child scan to obtain information from texts?
- How long does the child spend reading at one time?
- Does the child follow the story when read out loud or just follow words?
- Has the child been exposed to reading aloud experiences that are enjoyable?
- Does the child see other people reading /reading aloud?
- Is the child confident reading aloud?
- Does the child talk about what he/she has read?
- Can they use table of contents and indexes?
This checklist is taken from Chapter 9 Checklists in Getting Started with Hoemschooling Practical Considerations by Beverley Paine, available from Always Learning Books.
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Together with the support of my family, my aim is to help parents educate their children in stress-free, nurturing environments. In addition to building and maintaing this website, I continue to create and manage local and national home educating networks, help to organise conferences and camps, as well as write for, edit and produce newsletters, resource directories and magazines. I am an active supporter of national, state, regional and local home education groups.
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We began educating our children in 1985, when our eldest was five. In truth, we had helped them learn what they need to learn since they were born. I am a passionate advocate of allowing children to learn unhindered by unnecessary stress and competition, meeting developmental needs in ways that suit their individual learning styles and preferences. Ours was a homeschooling, unschooling and natural learning family! There are hundreds of articles on this site to help you build confidence as a home educating family. We hope that your home educating adventure is as satisfying as ours was! Beverley Paine
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