Sentences with phrase «read to their children frequently»

It is important that parents read to their children frequently, even when the children are capable of reading to themselves.

Not exact matches

Kids whose parents frequently talk / read to them know more words by age 2 than children who have not been read to.

A child who is read to frequently will have a greater understanding of grammatical structures and a stronger imagination — not to mention a wealth of facts at their disposal if they prefer nonfiction books!

Frequently parents use a television show to help their children wind - down, and more and more parents are now reading kids nighttime books on the iPad.

Needs are often expressed through crying and if your child is frequently distressed, it becomes confusing and frustrating to be able to read, interpret, and / or meet your child's needs.

To make it worse, due to my significant hearing loss I can't hear any child in the third row of my van so I can frequently be found lip - reading in the rear view mirror while driving, trying to decipher whatever Urgent Need is at hanTo make it worse, due to my significant hearing loss I can't hear any child in the third row of my van so I can frequently be found lip - reading in the rear view mirror while driving, trying to decipher whatever Urgent Need is at hanto my significant hearing loss I can't hear any child in the third row of my van so I can frequently be found lip - reading in the rear view mirror while driving, trying to decipher whatever Urgent Need is at hanto decipher whatever Urgent Need is at hand.

Although no differences were found between depressed and nondepressed fathers in playing games and singing songs or nursery rhymes, depressed fathers reported reading less frequently to their children.

«What we found was that moms in our study used a special form of language — something called generics — as frequently when reading the picture storybook to their child as the picture vocabulary book,» said Professor O'Neill.

«We believe that the early superiority in the reading skills of the children who were screened may have enabled them to read more demanding material more frequently than their peers with later confirmed hearing difficulties, thus increasing the skill gap between the two groups.

The percentage of parents with children ages 6 — 17 who read frequently is also down, from 28 percent in 2010 to 21 percent in 2014.

School leaders don't escape either — I'm just looking, it says «two - thirds of children say at least a few times a year their Principal encourages reading books for fun»... but, importantly the finding is «Children whose Principals encourage reading books for fun are more likely than those without encouragement from their Principal to read frequentlychildren say at least a few times a year their Principal encourages reading books for fun»... but, importantly the finding is «Children whose Principals encourage reading books for fun are more likely than those without encouragement from their Principal to read frequentlyChildren whose Principals encourage reading books for fun are more likely than those without encouragement from their Principal to read frequently.»

Rosemary Johnston: In school, the report found that children who are given time for independent reading at school are more likely to be reading currently and frequently; they're more likely also to say that reading books for fun -[for fun is] the phrase that's used quite often in the report, it's really reading books for pleasure, which is fun.

For further analysis, we focused on those categories for which 10 or more teachers were frequently observed to have used the strategy: asking text - based questions, asking higher level questions, and asking children to write in response to what they had read.

Chi square tests revealed that in comparison to the moderately effective schools -LRB--RRB- and least effective schools -LRB--RRB-, more grade 1 and 2 teachers in the most effective schools were frequently observed coaching as children were reading to teach word recognition.

Twenty - nine of 70 teachers were frequently observed asking text - based questions, and 27 were frequently observed having children write in response to what they had read.

Of the 22 teachers in grades 1 and 2 who were rated high on the composite teacher accomplishment rating (effective teaching and culturally responsive teaching), 10 (45 %) were frequently observed coaching children on how to use different word recognition strategies to figure out unknown words while they were reading connected text.

If a child struggled to read a word, the teacher frequently told the child the word.

Based on the same model as CIERA's immensely popular Every Child a Reader package, Teaching Every Child to Read: Frequently Asked Questions offers fresh answers to ten of the most pressing questions about teaching reading, as raised by teachers, school administrators, and district or state language arts coordinators.

Although frequent independent reading is believed to be an important component of reading literacy achievement, studies have consistently shown that many children do not frequently read independently (Reinking & Watkins, 2000).

She has been identified by Thomson Reuters as one of the most frequently cited researchers in the social sciences and has received a variety of awards to acknowledge her research accomplishments that have enhanced reading and math outcomes for children with and without disabilities.

From here you can learn about how to prepare your child for high school and college, financing your child's education, recommended readings and answers to Frequently Asked Questions (FAQs) by parents.

«Key findings reveal predictors of reading frequency, the importance of reading aloud to children at various ages, how frequently children have opportunities to read for pleasure at school and much more.

This rejected the interpretations of «regularly» as being «sufficiently frequently» or «at regular intervals», as the Supreme Court held that Parliament must have intended the meaning of «in accordance with the rules» in order to fall in line with reasons including school attendance being compulsory; defences to non-attendance have been reduced in legislation; and the need for certainty within the criminal law as to when removing a child from school is a criminal offence, and any other reading of «regularly» would create uncertainty.

Results found that mothers assigned to the Healthy Families program group read more frequently to their young children, provided more developmentally supportive activities, and had less parenting stress.

The parenting coordinator can think up all kinds of activities to do and with which to require the parents to comply: pseudo-therapy (unregulated of course by the licensing boards because it's «not really» therapy, and it's «not really» law); «communications counseling»; «coaching»; reading of materials; various «educational» homework assignments; meetings with one or the other of the parties, meetings together, meetings with various combinations of others; demands for disclosure, frequently in writing, of private thoughts, emotions, and information; consultations and strategy sessions with the children's guardian ad litem and parents» court - ordered or parenting coordinator - ordered therapists; meetings with the children's physicians and teachers; meetings with anyone at all; ordering of a parent into supervised visitation or therapeutic visitation; recommending to the court therapies of all kinds with yet more of the helping professionals — almost anything.