By the time they lose interest, that’s when there is little benefit.
After children learn a sizable chunk of the sound-letter correspondences and have begun reading the easiest of books with my supervision, they tend to develop certain favorites among these easy books.
They then tend to re-read these easy books on their own!
I never try to stop them for two reasons.
First, re-reading easy books is thought to be very beneficial for children because they will master the words and phrases in that book without drilling. Drilling is largely ineffective and consumes lots of your time, so it’s best avoided if possible. Saving yourself time and letting your child have fun while learning is a win-win.
Second, re-reading easy books will not lead to bad habits if you have already taught the good habits of sounding words out based on all their letters. But for a child who has already started learning how to read, a book that is too hard could cause them to come up to you and ask, “what does this word say?” instead of sounding out words. If you tell them the word, the only learning they will do is word memorization, a dangerous habit!
When reading with a child and giving them my full attention, I choose books that are just beyond their comfort level, because I can walk them through the right strategies when they see difficult words.
If a book were truly too easy, it would have no educational benefit anymore. By that time, a child will lose interest in re-reading it.
If your child has a favorite book that they like re-reading, I highly recommend keeping it around! Renew it at the library, don’t return it.
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