Learning to read is a transformative skill that opens doors to knowledge, creativity, and academic success. For kindergarten and primary teachers in India, teaching reading in English—a language often learned as a second language—presents unique challenges and opportunities. The three foundational components- phonological awareness, phonics, and fluency play a crucial role helping children transition from learning to read to reading to learn, a critical shift that equips them to use reading as a tool for understanding subjects like science, history, and literature. Besides teachers, the vital role of parents in supporting reading development cannot be denied.
From Learning to Read to Reading to Learn
In the early years (kindergarten to Class 2), children focus on learning to read—mastering the mechanics of decoding letters and words. By Class 3 or 4, they should shift to reading to learn, using reading to acquire new knowledge. This transition is crucial for academic success, as reading becomes the primary way students access information in textbooks and other materials.
English, however, is a complex language. Unlike many Indian languages (e.g., Hindi or Tamil), which have consistent sound-letter relationships, English has irregular spellings and pronunciations. For example, “cat” follows a simple pattern, but “through” and “though” sound differently. In India, where children may speak regional languages at home and hear English primarily in school, learning reading requires structured teaching of foundational skills. Phonological awareness, phonics, and fluency provide a clear path to reading proficiency, enabling children to read independently and comprehend texts.
What is Phonological Awareness?
Phonological awareness is the ability to hear, identify, and manipulate the sound structures of spoken language. It is an umbrella skill that includes recognizing rhymes, counting syllables, segmenting words into individual sounds (phonemes), and blending those sounds together. For instance, a child with phonological awareness can segment the word “sun” into its three phonemes: /s/ /ʌ/ /n/, demonstrating sensitivity to the sound structure of language.
Research underscores that phonological awareness is a foundational skill for learning to read successfully. According to Adams (1990), phonological awareness is one of the most reliable early predictors of later reading achievement. Similarly, the National Reading Panel (2000) emphasized that explicit instruction in phonological awareness significantly improves children’s reading, spelling, and decoding skills. Anthony and Lonigan (2004) further observed that phonological awareness begins to emerge in preschool and develops rapidly through kindergarten and first grade, suggesting a strong developmental trajectory that benefits from guided practice.
In a longitudinal research by Bryant, MacLean, Bradley, and Crossland (1990) it was found that children’s sensitivity to rhyme and alliteration at an early age was a significant predictor of their reading performance three years later. Interventions that involve games, songs, and interactive storytelling can enhance phonological awareness, especially in linguistically diverse settings (Yopp & Yopp, 2009).
Classroom Strategies for Phonological Awareness
Rhyming Games
Activity: Read a familiar rhyme, such as “Jack and Jill,” and invite children to listen for rhyming words. Ask them to spot pairs like “hill” and “spill.”
Example: Say, “Does ‘moon’ rhyme with ‘spoon’ or ‘table’?” Have children clap when they hear a rhyming pair.
Rhyming games help children tune into sound patterns — an essential skill for future reading. Research by Bryant et al. (1990) found that rhyme awareness in the early years predicts later reading success.
Syllable Clapping
Activity: Say a word like “butterfly” and clap for each syllable as you say it: but-ter-fly (three claps). Have children do the same with other words like “mango” (man-go, two claps) or “pen” (one clap).
Example: Try words like “dosa” (do-sa) or “cricket” (crick-et) and make it into a clapping game.
Clapping for syllables teaches children to break words into smaller sound units, making it easier for them to tackle word reading later on. Research by Anthony & Lonigan (2004) supports the role of syllable awareness in early literacy.
Sound Blending
Activity: Slowly say the individual sounds of a word — like /b/ /a/ /t/ — and have children blend them together to say “bat.”
Example: Give them practice with other words like /s/ /i/ /t/ (sit) or /m/ /a/ /n/ (man).
Blending is one of the most powerful phonological skills that supports decoding. The National Reading Panel (2000) highlights that children who practice blending can transfer this skill directly to reading unfamiliar words.
Sound Segmentation
Activity: Say a word like “dog” and encourage children to stretch it into its sounds: /d/ /o/ /g/. Example: Use other simple words like “lamp” (/l/ /a/ /m/ /p/) or “book” (/b/ /oo/ /k/) to keep it interactive and fun.
Being able to segment words into phonemes is a proven predictor of early reading and spelling success. Research by Yopp & Yopp (2009) reinforces that phoneme segmentation practice strengthens decoding and spelling skills.
What is Phonics?
Phonics is the explicit relationship between the smallest units of sound (phonemes) and the letters or letter combinations (graphemes) that represent those sounds in written language. Phonics instruction equips children with strategies to decode unfamiliar words by sounding them out. For example, knowing that the letter “p” corresponds to the sound /p/ enables a child to recognize the word pen by blending the sounds /p/ /e/ /n/ together.
Research consistently supports phonics as a vital part of early reading instruction. The National Reading Panel (2000) found that systematic phonics instruction significantly improves children’s decoding skills, reading comprehension, and spelling across multiple grade levels. Similarly, research by Torgesen et al. (2001) showed that early phonics interventions are highly effective for struggling readers, helping close the gap between them and their typically-developing peers.
Phonics also lays the groundwork for automatic word recognition. Ehri (2005) explains that phonics instruction helps children build strong connections between graphemes and phonemes, allowing them to recognize words quickly and fluently as they encounter them in print. This skill is especially important for readers transitioning from learning to read to reading to learn.
By developing phonemic decoding skills early on, children become more confident readers who can tackle new words independently. When phonics is explicitly and systematically taught alongside practice and reinforcement, it leads to better outcomes across reading and writing tasks, especially for English language learners and those at risk for reading difficulties (Snow & Juel, 2005).
Classroom Strategies for Phonics
Letter-Sound Charts
Activity: Create a big, colorful chart with letters and corresponding pictures — for example, “B” for ball, “M” for mango, or “S” for snake. Point to a letter, say its sound clearly, and have the children repeat after you.
Example: Show “M,” say /m/, and point to the picture of a mango while miming eating one — they’ll love it!
Visuals make the sound-letter connection easier to remember. Research by Ehri (2005) emphasizes that associating letters with meaningful images builds stronger phonemic connections in children’s brains.
Word Building with Letter Cards
Activity: Give children sets of letter cards and encourage them to form simple words like cat, sit, or fan. Help them blend the sounds as they put the cards together.
Example: Lay out /f/ /a/ /n/ and ask, “What word is this?” Then celebrate as they read fan!
Hands-on practice with assembling letters supports decoding skills. Studies by Torgesen et al. (2001) highlight that systematic, active phonics practice improves word recognition and spelling.
Phonics Songs
Activity: Sing songs that emphasize letter sounds — for instance, a version of “The Alphabet Song” where you add phonetic sounds, like “A says /a/, apple,” or make up your own tune with words children know.
Example: Compose a short catchy verse like: “H says /h/, h-h-h, as in Holi,” making it easy for them to repeat.
Music and rhythm help embed new concepts into long-term memory. Research by Fisher et al. (2008) supports that pairing literacy skills with song and movement enhances retention and engagement.
Word Families
Activity: Introduce word families like -at (hat, cat, mat) or -an (man, fan, pan). Write the rime (-at, -an) on the board and add new onsets to make different words.
Example: Show the “-an” pattern and add /m/, /f/, and /p/, then practice reading man, fan, pan together.
Learning to recognize patterns simplifies decoding and improves fluency. Cunningham (2000) notes that using word families is an efficient way to build word recognition because children apply the pattern to new words.
What is Fluency?
Fluency is the ability to read a text accurately, at an appropriate rate, and with proper expression and phrasing. Fluent readers don’t have to labor over decoding each word, which allows them to focus on understanding and interpreting the text’s meaning. For example, a fluent reader smoothly navigates a sentence like “The dog ran across the park” with natural pacing and intonation, making the reading sound more like spoken language.
Research strongly supports the central role of fluency in developing strong readers. The National Reading Panel (2000) identified fluency as one of the five critical pillars of reading instruction, linking fluent reading directly to better comprehension. Similarly, Rasinski (2004) emphasized that when students read fluently, they free up cognitive resources for comprehension, leading to deeper engagement with the text. Moreover, Kuhn and Stahl (2003) noted that repeated readings of the same text help readers build fluency, improve word recognition accuracy, and enhance overall understanding.
Research by Samuels (1979) introduced the concept of “automaticity,” explaining that fluency develops when readers recognize most words instantly, allowing their attention to shift toward interpreting the text. Without this automatic word recognition, readers struggle to make meaning — a concern also raised by LaBerge and Samuels (1974), who argue that fluent decoding is a prerequisite for successful reading comprehension.
Classroom Strategies for Fluency
Choral Reading
Activity: Gather the class together and read a short story — for example, “The Thirsty Crow” — aloud as a group. The teacher models fluent reading while students join in.
Example: Together, practice repeating sentences like, “The crow sees a pot.”
Choral reading builds confidence, especially for reluctant readers. Research by Rasinski (2003) shows that reading together supports students in developing accurate, fluent, and expressive reading by hearing fluent models and joining in at a supportive pace.
Repeated Reading
Activity: Give children a short passage, such as a paragraph from “The Lion and the Mouse,” and have them read it several times in small groups or pairs.
Example: Repeat the sentence, “The mouse runs fast,” three to five times, challenging them to read a bit faster and smoother with each try.
Repeated readings increase both reading rate and accuracy. According to Samuels (1979), practice with the same text builds automaticity — freeing up cognitive energy for understanding the story instead of decoding words.
Echo Reading
Activity: The teacher reads a sentence aloud with proper expression and pacing — then the class echoes it back.
Example: Teacher says, “The moon shines bright,” and children repeat in the same tone and style.
Echo reading develops fluent phrasing and expression. Research by Kuhn and Stahl (2003) indicates that hearing a fluent model, then mimicking that phrasing, supports oral fluency and reinforces reading as a smooth and expressive process.
Reader’s Theater
Activity: Assign different roles from a story like “The Ant and the Grasshopper,” and have children practice reading their parts with expression as if they were actors.
Example: One child can read the Grasshopper’s lines — “Work hard, ant!” — while another reads the Ant’s reply with proper tone and feeling.
Reader’s theater brings stories to life and naturally encourages prosody (expression, pitch, and timing). According to Young and Rasinski (2009), this enjoyable practice improves fluency and comprehension because children must pay close attention to both meaning and expression.
Why Parental Involvement Matters
Parents play a crucial role in helping children become proficient readers. In India, where English may not be spoken at home, parental involvement can bridge the gap between school and home, reinforcing reading skills and making literacy a shared, enjoyable activity.
When parents practice simple reading and language activities at home — such as looking at picture books together, identifying English words on signs and labels, or revising vocabulary learned at school — they give children extra exposure to English. According to the National Reading Panel (2000), this regular reinforcement enhances decoding, fluency, and retention.
A warm, encouraging home environment nurtures a love of reading. Sénéchal and LeFevre (2002) found that children who experience enjoyable reading sessions with their parents show greater motivation, positive attitudes toward reading, and better long-term literacy outcomes.
When parents use familiar stories, rhymes, or vocabulary to explain new English words, they make learning more accessible and meaningful. Cummins (2001) underscores that literacy skills transfer across languages — when parents draw connections between their home language and English, children grasp new concepts faster and build deeper understanding.
Despite these benefits, parents often face real-world challenges that can make home reading support difficult:
Limited English Knowledge: Many parents in India may not feel confident reading or speaking English. However, research by Gupta and Saxena (2020) suggests that even parents with limited English can support their children’s learning by engaging with visual aids, bilingual materials, and shared reading routines in their home language.
Time Constraints: Busy work schedules and household responsibilities can limit parents’ availability for reading activities. Even short, 5–10 minute sessions a few times a week can have a measurable impact on children’s reading progress (Bus, Van Ijzendoorn & Pellegrini, 1995).
Access to Books: Rural and economically disadvantaged families may lack access to English books and literacy resources. Initiatives such as community libraries, affordable storybook exchanges, and digital reading apps (e.g., StoryWeaver by Pratham Books) can help bridge this gap, allowing parents to support their children’s reading in creative, resourceful ways.
Supporting Parents as Literacy Partners
Given these realities, schools and teachers can help parents play a more active role by providing simple guidance and accessible resources. Research by Fan and Chen (2001) found that when schools encourage parental engagement — through workshops, home activity packs, or sharing stories in home languages — children show higher achievement in reading and language development.
Parental involvement is an invaluable pillar of children’s early literacy. Even small contributions — telling stories, sharing experiences, and reinforcing new vocabulary — make a lasting impact. Schools can support parents by acknowledging their challenges, celebrating their strengths, and offering practical, research-backed solutions that help all families foster a rich reading environment at home.
Strategies for Parents
Phonological Awareness Activities
Activity: Turn everyday routines into playful sound games. For example, while cooking, ask your child, “Does ‘rice’ rhyme with ‘nice’ or ‘book’?”
Example: Clap along to simple words like “milk” — one big clap for one syllable — or “banana” — three quick claps.
Make it more meaningful by using your home language too! Play with words like “chai” and “tea,” comparing the sounds in both languages. Research by Anthony & Lonigan (2004) shows that playful rhyming and clapping games help children recognize the sound structure of language — an important first step to reading.
Phonics Support
Activity: Bring letter-sound learning into daily life by pointing out letters you see around the house — like “B” on the biscuit packet or “S” on soap.
Example: Use magnetic letters or cutouts from old magazines to practice simple words like “cat,” “dog,” or your child’s own name.
Draw connections between both languages at home — for instance, “P is for paratha” and “P is for pen.” Research (Ehri, 2005) supports that hands-on, meaningful phonics activities help children quickly link letters to their sounds.
Fluency Practice
Activity: Make bedtime reading a shared ritual! Let your child read a few simple sentences aloud while you listen.
Example: Pick a favorite picture book like “The Very Hungry Caterpillar” and read it together multiple times to build smoothness and expression.
Choosing bilingual storybooks can boost your child’s confidence by reinforcing concepts in their home language too — making them feel successful readers. According to Rasinski (2004), repeated readings help children gain speed and expression, key components of fluent reading.
Creating a Reading Culture
Activity: Set up a cozy reading corner at home — add comfy cushions, some bright posters, and a small shelf for storybooks and comics.
Example: Borrow engaging books like “Amar Chitra Katha” or simple English picture stories from a local library, school, or friends.
Make storytime a discussion — ask questions like “What do you think will happen next?” or “Why did the character do that?” Talking about stories deepens comprehension and builds critical thinking skills. Research by Bus, Van Ijzendoorn, & Pellegrini (1995) emphasizes that these shared reading conversations greatly support vocabulary growth and understanding.
Conclusion
Teaching children to read is a deeply rewarding process that requires patience, creativity, and collaborative effort. By prioritizing the key pillars of early literacy — phonological awareness, phonics, and fluency — kindergarten and primary teachers in India can lay a strong foundation that empowers students to become independent readers. Research from the National Reading Panel (2000) and Rasinski (2004) emphasizes that a systematic focus on these skills significantly improves reading accuracy, rate, and expression, all of which are crucial to comprehension.
At the same time, parents play an equally vital role. Even in multilingual settings with limited exposure to English at home, parents can enrich their children’s learning by engaging in simple, playful language activities, creating a supportive reading environment, and providing regular opportunities to hear and practice English. Studies such as Sénéchal & LeFevre (2002) show that parent involvement and home-based literacy practices make a lasting impact on children’s reading motivation and success.
Although challenges exist — including English’s complex sound-letter system, limited access to resources, and time constraints — teachers and parents can overcome these barriers by using practical, engaging strategies tailored to their contexts. With consistency, encouragement, and a collaborative spirit, children will not only master the mechanics of reading but also embrace the joy and confidence that come with it. This balanced approach ensures that they grow into lifelong readers and learners, equipped with the skills they need for academic achievement and personal growth.