Do you see a man skillful in his work? He will stand before kings; he will not stand before obscure men.---Proverbs 22:29, ESV

Your readers--whether it's your child at home, or a class full of "struggling" students--can benefit from these simple strategies. Not only can they gain confidence and positive thinking with the truly helpful tips, but you can sow the Word of God into them!

I have many hours towards a Masters of Arts in Education, and over 30 years' experience teaching. But you don't have to have these to help your students be a P.O.W.E.R.* Reader! What is a P.O.W.E.R.* Reader? It is a reader who knows strategies for success in "Purposeful Operations With Eternal Rewards"! (This is a term the LORD gave me years ago for my book series, The Adventures of Princess Pearl, P.O.W.E.R.* Girl!). 

The LORD has taught me, even in the past couple of years, to say, "LORD, I yield to You. You are the Master Teacher, Jesus, and You created these children and know exactly what they need. I open my mouth and ask that You fill it; that You give me the tongue of the learned; that You cause them to not be able to resist the intelligence and inspiration of Your Spirit, by which I will speak. In Your Name and thank You! Amen."

So let's get started with Strategies 5-8!

5. Most words with the “ed” suffix blend into the syllable before them, i.e., “walked,’ but a few have the “ed” pronounced as its own syllable (i.e., “blended”). You must teach them about prefixes (which have the power to change the meanings of the root word) and suffixes (which have the power to change the part of speech of a word), and that the "ed" suffix can either blend with the one before it to produce one sound, or have a distinct sound. These words are forms of sight words, and they will learn them the more they see them. Having a list of both types would be helpful.

6. Many words from other languages have been incorporated into English. Examples are “zephyr" (a soft spring breeze), and one of my favorites, "objet d'art," which means "masterpiece" or "work of art." My students enjoy me telling them they are each an "objet d'art" (ob zha dar, or ob zha duh, but of course I prefer the first pronunciation, because the second one sounds like I'm calling them "dumb" or something negative at the end!), and it's an easy way to build the relationship. Also, I tell them my dad used to joke that "French people spell funny," (True!) and that words like "ballet," and "bouquet" also come from that language, but of course are not pronounced like they look.  

I also like to teach them "mariposa," the Spanish name for butterfly, and have them read the poem the LORD gave me. It includes the name of "Elohim," which is Hebrew for "The Godhead," and "The Creator." These simple things have sparked some very interesting conversations about the LORD, even if it was just a sentence or two. God can water and bring great increase on even the smallest seed planted to His glory! 

Many words in our language are not phoneticallly spelled, like "knee, knight, know," and "gnat, gnaw" and "light, laugh, fought," and more.  But you can have fun with it.  Like I've told many English language learners--native to the USA or not--I can't explain English, I just teach it! 

That gives them a good laugh, and helps them relax more. When they relax, they are more receptive and learn more easily--like us adults often do!

7. Using context clues—dialogue, descriptions, and actions of the characters in fiction, and information (along with pictures)-- to infer (deduce; figure out) the meaning of new words is very important. Students should learn early how to use a dictionary, but using context clues is even more important, because a dictionary, online or hard copy, and other people to ask, are not always available.

Having them practice using context clues in various ways is an extremely valuable skill they will need in school, college, and beyond. I like to remind them that, when they have their own business, or are working in any field and their supervisor asks them to learn material and then report to him or her, or a group, they will need to use context clues to help them infer things more quickly. I also tell them that, even if they are reading a new book for pleasure, they can use context clues so they don't have to look up something on their phone(s) or ask!

It is important to plant seeds of higher thinking, to help them "look beyond what they see" and set big goals for the future! God will give you lots of neat ways to do that!

8. Predicting and previewing--Having the students look at the title of a book, and the cover or illustration, and predict what they think will happen will help them focus, and stimulate their creativity. You can also praise them when they get it right, or even close.  You could even use a book with a Bible story, as the Holy Spirit leads, especially if it has pictures, for elementary kids. 

After reading a book, you can affirm their correct guesses and otherwise commend them as appropriate.

Have fun, and stay tuned for Part 3 of "Success Strategies for Your P.O.W.E.R.* Reader!" 

Train up a child in the way he should go; even when he is old he will not depart from it.--Proverbs 22:6, ESV

Through books, courses, presentations, service, prayer, worship, and more, Tonja and her husband live to exalt God. Her series for girls, P.O.W.E.R. GIRL ADVENTURES, is now out (books I-V), along with LEGACY; YOUR HOLY HEALTH: VISIONS OF THE KING, and more. See the "River Rain Creative" YT channel.