When she reads books if she doesn't sound a word out correctly at first and then realizes it. She will read the book over from the beginning sometimes or start at the top of the page she is on. I was just wondering if this is just her personality or normal.
What a cute phase!
A couple of things come to mind:
She may be developing
fluency. Children may desire to read with continuity and inflection, modeling after those whom they may have heard reading aloud. If she takes joy in her accomplishment of re-reading smoothly, that may indicate that her motivation is coming from a positive set of thoughts regarding the challenge she has set for herself.
She may be developing
perfectionism. Children may wish to read (
or do any task for themselves, which a parent may be able to do "better" or more efficiently) for their own enjoyment, to satisfy their own sense of exhilaration of meeting a personal challenge successfully,
but if held to the standard of someone else's expectations or standards may begin to internalize a sense of failure leading to perfectionsim. If she seems frustrated, annoyed, exasperated, or impatient/hurried when re-reading smoothly, that may indicate that her motivation to re-read may be coming from a negative place such as external pressure or a sense of inferiority (each of which may be related to perfectionism).
Reading development has been sometimes she will be reading and she will read a big word with no problem but say the word CAT is next or before she won't read it. I know she knows the word. She can be very stubborn.
As people "read ahead in their mind" to gain context which informs their design of the tone/inflection which they will add to words they say aloud, they may focus on difficult words. In doing so, they may not fully inform themselves of the entire string of words to say aloud, and may skip announcing some words which they read.
While compliments (on effort, pronunciation of a difficult word, using a wonderful tone and inflection, etc) are usually well-received by a child, questions/suggestions/comments indicating errors are not always as welcome. Giving positive attention may be key to developing a kiddo's further reading skill, joy in reading, and the will to persist. You may already do this, but as many people read these forums I'll go on to say that what worked for us was asking kiddo to say when help/correction was wanted, and withholding any questions/suggestions/comment unless kiddo had indicated help/correction was welcome. Sometimes a child becomes disheartened if they read 99% correctly and receive little or no attention or compliment for that, but only receive question/suggestion/comment on the 1% error. Partnering with a child to know when they are open to receiving correction may help avoid that.
Collaborating to know when the child is open to receiving constructive criticism may alleviate the appearance of
stubbornness, as being stubborn may be a child's way of attempting to preserve their self-esteem from the encroaching/eroding perfectionist tendencies brought on by a sense of being invalidated by too much criticism which may signal they are always "wrong".
Kiddo seeing parents as a go-to source of information for reading, pronunciation, and vocabulary may help create a strong bond and relationship.
