1. Allow the child to “read” the story from the pictures. Like at the library, make special time to read (like bedtime stories before bed time). Let them read a book with pictures as described earlier, then read them a story from a good bedtime story book while they just listen. For very young children this may take some patience on the part of the parent(s).

2. Lavish praise for their fine work. Make sure that praise is honest and matches your heart. Make reading a successful practice for them by seeking to make them right in their perceptions of what they read. For older children (grade school age) who must read and understand in the same manner as their teachers or administrators, allow them a space at home where they can be right in the way they want to perceive what they read. Even if it seems very far fetched, make them right by praising them for their work.

3. Return to the beginning of each book and show the child how the words relate to the pictures (only as long as the child’s attention span allows). For pre-school age young children, gently associate words on the page with pictures they see. By gently, I mean associate one or two words at a time focusing on the objects and verbs. For example, on a page with a teddy bear and a tree, the words “bear” and “tree” might appear on the page with the picture so you can point them out to the child. Also, any action that may be occurring with the objects can be pointed out (i.e., the bear might be running or jumping - so point out those words).

4. Spend no more than the attention span allows with each book (make it an enjoyable, fun occasion) - let go of any expectations of the child. Make time to allow the child full reign of expression and interpretation with their books. Encourage them to get elaborate and to escalate their stories. Let them go on and on about their story.

5. Repeat these exercises at different times through the day and at bedtime. Seek times that encourage the child to relax and enjoy the experience. Changing the times and places that reading is done tends to discourage anchoring the reading experience to specific times or places. If, for example, childhood reading is done only at bedtime, later reading experiences will tend to bring on drowsiness and lower comprehension. So, choose various times of day to read with the child.

Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading