No one wants to see a child struggle at reading.

Parents can help a child avoid reading difficulties, or at least have fewer problems, by starting the reading and conversing in the home early.

"The big thing is creating a language-rich environment in their homes, having ongoing conversations about what's happening in the world, and moms and dads are reading books themselves and talking about them," said Don Deshler, special education professor and director of the Center for Research on Learning at the University of Kansas.

"Certainly that kind of culture in the home is probably the most significant thing a parent can do."

There are many ways a parent can do this.

"I certainly would be always looking for opportunities to expose my youngster to new language and new ideas," said Timothy Shanahan, immediate past president of the International Reading Association and a professor of urban education at the University of Illinois at Chicago.

"At age 1, it might be my child and I cooked together and we talked about the cooking words. At another age, we take them to a museum and we talk about the language of that science museum of whatever. It's not enough to just put the youngster in those experiences. You've got to talk about it, use the language and help the youngster learn to use the words.

"The bigger their vocabulary, the easier to understand new text," Dr. Shanahan said.

Laurie Moser, director of "Read! 365," a campaign of Beginning With Books, said some parents will say they don't have time or they're not good readers.

"We say to those parents, then take out a photo album and talk to the kids about the pictures. Point out fruits and vegetables in the grocery store. Point out street signs. Even poor readers are able to do that to help their children become better readers," she said.

She said children's librarians at public libraries also can help families choose suitable books.

Joanne Rogers, widow of children's television personality Fred Rogers, said her love of books grew from her father regularly taking her to the public library when she was growing up in Jacksonville, Fla.

"There's something about being in the library that's very wonderful," she said. "They would have books to suggest for me after a while, books they thought I would love."

Ms. Moser said parents should remember reading to and with their child is enjoyable.

"Nothing is better than cuddling up with a little one and reading a book and showing pictures. If you can take 10 or 15 minutes a day, the child is on a good track," she said.

"There are all kinds of special ways to read. You can point out letters, point out words, point out pictures. If a child has read a book enough times, they're able to tell you what's coming next.

"We sometimes forget it's so much fun," Ms. Moser said.

By reading with their children, parents also can be alert to whether their child is having trouble so they can get help promptly.

"One of the best things you could probably do is sit down and listen to your youngster read something," said Dr. Shanahan.

If a child can read a book on his grade level aloud smoothly and without many mistakes, the child likely is doing OK.

A kindergartener should know the letters and be able to hear and say the separate sounds in simple words such as "cat."

A first-grader should be able to read 50 words per minute correctly, and by the end of second grade, 90 words a minute, and by the end of third grade, 110 words a minute.

For parents of struggling readers, Joseph Torgesen, director emeritus of the Florida Center for Reading Research at Florida State University, recommended the book "Straight Talk About Reading," by Susan Hall and Louisa Moats. He also suggested talking with their teachers and getting tutoring help.

In a school that performs on average or above on state tests, Dr. Torgesen said parents should be concerned if their child is three or four months behind his or her peers. In a low-performing school, a child could be performing as well as his or her peers and still be struggling.

"The real thing that parents want to avoid with their children is ever having them fall seriously behind at almost any point in early reading development. When they notice that happening, that's the time for them to jump right in," he said.

Education writer Eleanor Chute can be reached at echute@post-gazette.com or 412-263-1955.