Success in school depends, in large part, on your child's ability to read, and your role in helping your child become a reader extends into the classroom. The kind of support you provide will, of course, change as your child grows older. Your involvement and monitoring your child's progress in school can help your child become a better reader.

Involvement in school programs can take many forms, from attending PTA meetings to volunteering in school activities. Through action, not just words, you demonstrate to your child that school is important.

In monitoring your child's progress in learning to read, you need to look at both the programs offered at school and your child's performance. Below is a checklist for different levels of schooling.

There is much more information available to help you evaluate school reading programs. (See the resources section "For Parents.")

Kindergarten

• Do teachers frequently read aloud?
• Are favorite stories read over and over again and is "pretend" reading encouraged?
• Are there story discussions with opportunities for children to talk and listen?
• Are there good materials available for children to read and have read to them?
• Do teachers discuss with children the different purposes of reading?
• Do children have opportunities to write? Do they compose messages to other people?

Beginning Reading Programs

When children start school, they receive their first formal instruction in reading. At this stage, they learn to identify words—by translating groups of letters into spoken words.

• Does the program include teaching the relationship between letters and sounds (phonics)?
• Are children reading stories that encourage them to practice what they are learning?
• Are children's reading materials interesting? Do they accommodate a child's limited reading vocabulary and the need to practice word identification with exciting stories?
• Are teachers still reading stories aloud to children and including good children's literature?

Developmental Reading Programs

• Do reading and writing activities occur in every classroom and in every subject studied? As you walk through the school, do you see displays of children's writing on bulletin boards?
• Are teachers providing direct instruction—teaching strategies that help students become better readers?
• Are there plenty of opportunities for children to practice reading? (For third and fourth graders, this should include at least two hours a week of independent reading in school.)
• Are there well-stocked school or classroom libraries? (Schools may enrich their collections by borrowing from a local public library.)
• Are children encouraged to write meaningfully about what they read? It is not enough to fill in the blanks on worksheets; the point is to have children think about what they read, relate it to what they already know, and communicate these thoughts to others.

Evaluating Your Child's Progress

It is important to monitor your child's progress through reports from the teacher. Also, it is important to attend school open houses or similar events where teachers are available to explain the program and discuss children's progress with their parents.

If you think your child should be doing better, consider meeting privately with the teacher. In most cases, the teacher and principal will be able to shed light on your child's progress and what you might do to help. Your school system may have access to special resources such as a reading specialist and guidance counselor or to materials to address your child's needs.

You may want additional help for your child. A good starting point is the nearest college or university. Most have reading tutorial services that are available on a sliding-fee scale. If not, there may be faculty or graduate students interested in tutoring. Then monitor your child's progress the same way you would his progress in school. If you do not see a difference in performance in 6 to 8 weeks, discuss the program with your child's tutor. Can the tutor explain the goals of the program and document your child's progress? If not, you may wish to consider another course of action.

Some children struggle with reading problems where the cause is readily identifiable. Some of the more widely recognized causes of reading problems are vision and hearing impairments and poor speech and language development. But there are other school children who have problems reading because of a learning disability. Whatever the cause or nature of a child's reading problem, the earlier the difficulty is discovered and additional help provided, the better the child's chances are of becoming a successful reader. (See the resources section "For Parents.")

The good news is that no matter how long it takes, with few exceptions, children can learn to read. One of the most important roles you can play in relation to your children's schoolwork is that of cheerleader. Applaud their efforts and their successes. Help them have the courage to keep trying.