- 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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Beverley Paine with her children, and their home educated children, relaxing at home.
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 support of national, state, regional and local home education groups.
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Welcome to the
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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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