Reading – Page 5

Developing and Supporting Your Child’s Reading Journey – Week 4

June 18, 2020lucyteachchildrenLeave a comment

Print Awareness to Develop Understanding of Reading Conventions

Book Conv 1

Print Awareness is knowing that print (words) has meaning, including noticing print around them in the environment (posters & street signs) and understanding how to handle the conventions for reading a book. We can often assume that all young children or pre-readers (as not always young children) will develop print awareness naturally. However, research suggests that 95% of their visual attention is directed towards pictures, which in themselves hold a great deal of meaning and often tell the story very effectively.

Pictures/ illustrations in story books and pure picture books are powerful ways to engage children and adults with books, storytelling and reading. This is not to say that pictures are any easy way to interpret a story line as they can hold a great deal of meaning, from simple obvious interpretation to more sophisticated symbolic representation.

Young children and pre-readers need opportunities to explore print and be helped to understand that the written word (print) has meaning. Once they start to see print they will begin to notice it everywhere not just in books but on posters, food packets, menus and street signs.

Again we can often assume that a child or pre-reader knows how to handle a book, however this is not always the case and can be due to a lack of experience with books or different cultural reading conventions. So it is important to check and teach these reading conventions for reading English:

Front cover opens to the left and we read it from the front to the back.
Print on a page is read left to right.
Usually print is read from the top of the page across and down (this may differ slightly in some children’s books).

Supporting Print Awareness:

Through Play

Use takeaway menus or create your own as part of role playtime, they could have their own café serving up all sorts of interesting dishes for you. A blackboard can be very useful for this, allowing you or your child to write up their own menu for the day.
Travel brochures or leaflets from your local tourist information office are great for role play encouraging new language as well as a different way to explore print as they often have maps and timetables.
Use sticky labels or post it notes to label items or furniture as part of a ‘can you see or find’ game.

Through Drawing/Writing

Making lists of things to do or a shopping list. Their version of the list may be just squiggles and dots (so don’t rely on this for your shopping trip) but it is the beginning. I would keep the list and get them to tick off things done or items purchased as part of the experience so that it has a genuine purpose (children really like this).
For slightly older children making simple invitations and thank you cards can be fun. Try not to make the messages too long or to write too many as they will get bored and see it as a chore not as fun.
Making and drawing their own story book.

Through Songs/Nursery Rhymes

Showing the printed words to songs and rhymes.

Through Talk

Point out signs, logos and labels when out and about as well as at home.
A lot of print awareness skills are developed through the sharing of books and appropriate on-line material.

Through Book Sharing

What books to choose?

Books that have writing as part of the story;
Books that have writing as part of the picture;
Story books; all types;
Factual (non-fiction) books; all types;
Comics;
Children’s magazines and newspapers.

Book Sharing Tips

Remember babies will chew and bash the pages of the book as you read. This is normal and part of their learning experience so go with it.
Encourage and let your child turn the pages.
Point to the words of the title as you say them
Explain what the author and illustrator do as you say their names.
Point to words or repeated phrases as you say them or as your child says them. This will also help your child to develop the skill of reading from left to right and from the top of the page down (English).
Point to words of interest and explain how words have spaces between them and why.
To help your child understand how to handle a book use the word ‘front’ and ‘back’ of the book. If you are handed a book upside down or with the ‘back’ cover facing you explain that you have to turn it around or over so that you can read it.
Explain that page numbers help you to find things in the book as well as to help make sure you do not miss any part of the story.
Explain that content pages in story books show the chapters and in factual (non-fiction) they show different subject areas, as well as giving the page numbers on which to find them.
Explain how the index page in non-fiction books work.
Explain what a glossary is in a book.

Developing and Supporting Your Child’s Reading Journey – Week 3

June 11, 2020June 10, 2020lucyteachchildrenLeave a comment

Vocabulary Development for Comprehension

Word Opp Activities 1

Vocabulary is knowing the meaning of words including names of things, feelings, concepts and ideas. The larger a child’s vocabulary (understanding what words mean not just being able to say them) the easier it is for them to understand what they are reading.

The more you talk and share words and their meaning with your child the greater their vocabulary will become.

Vocabulary building:

Through Play:

Introducing and playing sorting games helps your child to build a mental filing cabinet system of categories, this helps them to remember and learn the meaning of words. Start by introducing simple categories of everyday items like food or clothes as their vocabulary increases categories such as colour, size and texture become more appropriate.
As babies handle objects and toys describe how they feel, what they look like or the sound they make
When you are playing with your child add in new words (explain their meaning), descriptions or expand on words they use in play. For example, if you are playing cars with your child you may comment on the size difference or colours between the cars.
Remember children learn new words best when they are learned in context, that is, in a natural setting.
If they are trying to say a word let them finish and then say it back to them clearly and correctly. Do not make them repeat it back to you, they may choose to do so but make it their choice.

Through Drawing/Writing

When drawing or painting with your child, or they are sharing their pictures with you, talk about the shapes, colours types of lines (straight line or curves line), what you like best about the picture, and the objects you can see.

Through Songs and Nursery Rhymes

Listening of nursery rhymes and children’s song is a good way of helping your child make the distinction between the music and words (language used) in them. It is a good idea to practise this skill when there are no other noise distractions.
Try playing some action songs and rhymes to help your child learn the actions for the rhyme, then let them have a go on their own. Watch them to see if they can do some of the actions at the right time in the song, to see if they are listening for the right cue words. If they are struggling, explain they have to wait for certain words and show them what to do and when to do it.
Nursery and silly rhymes are great ways to introduce your child to rhyming sounds and increase sound play in words.
Singing often slows down our pronunciation of words, helping your child to pick out unusual or rhyming sound patterns. As with reading aloud it can introduce a wider vocabulary for your child.
Finger rhymes and action songs encourage your child to interact with words, the sounds within them and the rhythms they create. Finger rhymes such as ‘Round and Round the Garden’, ‘Pat-a-cake’ and ‘Incy Wincey Spider’. ‘Row, Row Your Boat’ is a lovely whole-body movement song that encourages a rhythmic whole-body motion, which babies and toddler enjoy (as well as the adults).

Through Talk

Speak in ‘parentese’ until a child is about 9 months old as they will listen to you longer and hear more words
Talk about feeling and situations throughout the day.
When your child points at something tell them the name of the object, for example if they point at an apple, say “Apple”.
Explain words or give synonyms
Avoid replacing unfamiliar words with familiar ones (explain the meaning). Remember to try to use the new word in context regularly as repetition of the word will help your child to remember it and reinforce the meaning of the word.
Repeat and expand on what your child says, so if they say “Dog!” you may say “A big dog!” This also helps them to develop an understanding of sentence structure.

Through Book Sharing

What books to choose?

Books with words not used in everyday conversation.
Non-fiction books (informational, instructional, true stories) -as they use different words to fiction (story) books.
Any book really. The language of books in much richer and varied than that of everyday conversation.

Book Sharing Tips

Sharing and talking about the books you are reading helps to build word knowledge, as you point to the pictures, picking out different objects.
Reading out aloud helps to introduce your child to words that they may not experience in their everyday talk. This helps to expose them to new vocabulary and the sounds to be found in those words.
Reading aloud poems and story books with strong rhyme elements, like those found in Dr.Seuss books, helps introduce the new words and rhyming sounds in words.
Try exaggerating the rhyming words to help highlight the sound patterns, making it easier for your child to tune into them.
Explain unfamiliar words; don’t replace them with familiar ones.
When a word has more than one meaning. Talk about the different meanings.
Add descriptive words or more information than in the book.
Encourage your child to talk about the pictures. Add information and ideas to what they have said.
Use words to describe how characters in the book might have felt at a point in the story.
Use words to describe ideas in the story even if they are not used in the book.
Remember children learn new words and their meaning through repetition, so you will need to be patient as you re-read the same story over and over again or answer the same questions over and over again.

Developing and Supporting Your Child’s Reading Journey – Week 2

June 4, 2020lucyteachchildrenLeave a comment

Phonological Awareness Games and Book Sharing Ideas

Phonic 1

Phonological awareness relates to our sensitivity and understanding of the sound structures of our oral language. It enables us to progress from our awareness of large sound units (words in sentences) to smaller sound units (phonemes in words).

Our phonological awareness develops over time and the depth of that awareness is based on the range of experiences we have. Research suggests that our phonological awareness begins in the womb at about 24 weeks and is continually built upon throughout our lives. We tend to think of children going through ten distinct phonological stages; the later stages being related to phonics.

Children are taught to read in schools through phonics; the association between sounds (phonemes) to written alphabet letters (graphemes).

Phonics reading is the process of firstly segmenting the written word into letters, or letter combinations, then associating known sounds to those letters and finally blending the sounds together to form words (decoding). If a child is weak in any of the phonological awareness stages before those relating to phonics then they will struggle with learning to read.

Because of the nature of how we develop our phonological awareness games and activities cannot easily be split into categories. Playing, drawing, writing, singing and book sharing all require you to talk with your child highlighting sounds, words and rhythms of language.

Here are some games and activities to help you:

Singing and sharing nursery rhymes is a great way to help children hear sounds in words because the words are drawn out and the sounds highlighted or exaggerated.
Clapping, bouncing or tapping to songs and rhymes helps to highlight the syllables of the words. A syllable is the largest phonological unit (one or a group of sounds) of a word and is like the rhythmic beat of the word.
Pointing out the sounds you hear, such as animal or environmental noises, and explaining what is making that noise.
Playing games or singing songs where you and your child can make noises such as animal sounds (Old MacDonald had a farm) or vehicle noises (The Wheels on the Bus).
Drawing animals or other everyday objects that have a distinct sound, naming them and making the sound they produce.

Book Sharing

What books should you choose?

Books with sounds of animals and other objects that make sounds
Nursery Rhymes
Books formatted from songs
Books with rhyme and alliteration
Poetry books
Any book really, remember your local library can help you to choose a good range of books to share with your child if you are not sure.

Book Sharing Tips

Don’t be shy, make animal and object noises. If you are self-conscious about it your child will pick up on this. No one thinks twice about an adult making what may appear to be strange noises if they are sharing them with a child (it’s when you forget they are not with you and you do it that they tend to look at a you a bit funny).
Talk about whether the words in a book rhyme or not. Point out the rhyming words, make up other rhyming words for any of the words in the book. Remember they do not have to be real words they can be silly funny words that pick up the rhyming sounds in the original word.
It is important to remember for some children saying a word that rhymes with one you have given can be very difficult, if not impossible. So, don’t stress them out with this, it is often easier for them to recognise a rhyme than to make one. You could ask them to tell you if two words you give rhyme or not. If they find this easy try giving them three words with only two that rhyme and ask them to identify the rhyming words.
After sharing the book pick out words that you can clap out the syllables for. You could make this into a jumping or hopping game instead. With older children ask then to tell you how many syllables the word has and then to check their answer by counting the number of claps or jumps they make.
Play an ‘I Spy’ game using the pictures in the book looking for rhyming words for instance by giving clues such as; “It is red and rhymes with the word sock.” The answer is clock.

Developing and Supporting Your Child’s Reading Journey – Week 1

May 28, 2020lucyteachchildrenLeave a comment

How to Develop a Child’s Interest in Books and Reading

books & kids 1

Research suggests that children who enjoy books are more likely to want to learn to read and will keep trying even when they find it hard. Therefore, it is important to keep their interaction around books a positive one.

Through Play

Books come in all shapes and sizes and are made from various materials.

Have a few bath books. even if most of the time your baby or toddler just chews on them, they will be handling a book and possibly turning the pages. Giving you the opportunity to talk about the pictures with them.
Try to have a range of cloth, hard books and suitable picture books around the house and in your child’s play area so they can pick them up at any time. This way they can explore them for themselves, (even if it is to give them a quick chew on) not as an adult sharing activity.

Through Drawing & Writing

Drawing and making your own simple story book can be a great way of getting your child interested in books and reading. Children love to hear stories about them. Simple homemade books about them can be a great way of introducing children to books and reading. This can be a very effective approach to encourage reluctant readers.

Draw simple pictures with, or for, your child and talk through what you are drawing, for example; a picture of a house with matchstick people. The pictures could be telling the events of the day for example going to the park or walking the dog.
If drawing is not your thing (like me) use fuzzy felt instead to make a picture to share the story of their day.

Through Songs and Nursery Rhymes

Children’s songs and nursery rhymes cover a wide range of concepts such as going through every day sequences in the nursery rhyme ‘Here we go Round the Mulberry Bush’ which uses the phrase ‘This is the way we…’ to order the event of getting up in the morning. Some introduce concept such as size, numbers, colours and shapes. While others tell stories for example ‘Baa Baa Black Sheep’ or ‘We’re going on a Bear Hunt’ by Michael Rosen & Helen Oxenbury.

Sharing books that enable you and your child to sing along (retell) their favourite songs and nursery rhymes means that the child knows what to expect and that they are going to have fun and enjoy the experience. Over time you will then be able to introduce books with new songs and nursery rhymes, building on your child’s positive experience of other book sharing sessions with you. Remember you may have to revert back to the old favourite time and time again, but stick with it.

Through Book Sharing

What books should you choose?

Pick children’s books you enjoy
Pick books your child enjoys
Give your child time to choose and look at books (your local library is a great place for this).
Follow your child’s interests
Use ‘true’ books and stories (not those specifically written for developing phonics knowledge or rigidly structured reading scheme books for teaching and learning to read, these will come from school and serve a different purpose).

Book Sharing Tips

Remember that a child’s age personality, mood and stage of development will affect how they interact with the book.
Keep the interaction around the book positive and fun, if you are not enjoying it your child will pick up on this.
Keep your child involved, remember you do not have to read the book word for word, it is the positive sharing experience that is important.
If your child does not seem interested in reading or sharing books, start slowly by sharing /reading one or two pages at a time. Keep the interaction positive and over time their interest will grow.
If your child is showing no interest then try again another time.
When reading a book with your child that you really like then tell them that you like the book or story. Your child may not agree with you and insist on their favourite book which after reading for the 500^th time you may be bored with but keep with it, there will be another favourite book!
Try to share books throughout the day not just at nap and bed times. I found having a couple of books in my bag really useful as I could then share a book with one of my girl’s while the other was swimming or with them both while waiting for the bus or sharing tea and cake in a café.
Read with your child every day. There are some days where this just seems impossible to manage. Remember one minute is better than no minutes and it does not have to be a book you are reading, there are lots of environment reading matter you could use such as painting/pictures, posters, advertisement, road signs and maps.

The Importance of Context

May 14, 2020lucyteachchildrenLeave a comment

Bank 2

Some words lose their meaning if they are not given in context, for instance, if I say the word ‘bank’ and do not give any other verbal or written clues what do I mean?

The word on its own could mean a couple of things the bank of a river or sand bank or a bank where I can collect money. If it is not put into a context its meaning is unclear.

Some words, such as homonyms and homophones, need to be heard or read within a specific context if we are to understand what the word means.

Homonyms are words which are pronounced and spelt the same; therefore, their meaning can only be truly understood when the context in which the word is being used is made clear. For instance, the word ‘bark’ can be used to mean the bark on a tree or the noise a dog makes.

Homophones are words which are pronounced (sound) the same but have a different meaning and are spelt differently such as ‘pair’ and ‘pear’, ‘their’ and ‘there’ or ‘two’, ‘to’ and ‘too’.

To view more examples, follow this link: http://bit.ly/2BcUa8N

Why Poor Eye Tracking and Spatial Awareness Skills Affect #Reading

May 7, 2020lucyteachchildren2 Comments

Eye tracking & spatital 1

Eye tracking is the ability to control and coordinate the fine eye movements that allows us to:

Read a line of print by moving our eyes from left to right, without moving the head.
To focus and move the eyes to follow an object, without moving the head, in all directions.
To track/follow objects near and far.
To focus on one object without moving the eyes.

Eye tracking difficulties can have a dramatic effect on a child’s ability to read fluently and with ease due to the fact that they do not see the print in the same way as people with good eye tracking skills.

Typical problems due to poor eye tracking skills:

They lose their place, skip words or transpose them.
They use a finger to help keep their place.
Some will turn their head sideways to read or write.
Others may cover one eye to read.
They hold their head close to the table when looking at things, reading, writing and drawing.

Good spatial awareness enables us to be aware of the space around us and our position in that space, as well as the relationship between ourselves and objects. This also includes our ability to see and understand the spacing of text and pictures on a page, to distinguish between paragraphs, sentences, words and individual letters.

Spatial awareness difficulties can have a dramatic effect on a child’s ability to read fluently and with ease due to the fact that they do not see the print in the same way as people with good spatial awareness skills.

Typical problems due to poor spatial awareness skills:

They lose their place, skip lines and words or transpose them.
They use a finger to help keep their place.
Comprehension can be difficult as text is mis-read.

For more information on how to identify eye tracking and spatial awareness difficulties as well as activities to help support and develop these skills use these links (they will take you to the relevant pages on our Teach Handwriting website):

Assessment: http://bit.ly/2P5jS44
Games to support eye tracking and spatial awareness skills: http://bit.ly/2M350S1

The Impact of Poor Visual Memory Skills on #Reading

May 1, 2020lucyteachchildrenLeave a comment

Visual Memory 2

Good visual memory skills enable us to recall information that has been previously visually presented.

Visual memory difficulties can hinder a child’s ability to read fluently and with ease due to the fact that they cannot always remember what the word looks like, even though it may be a very common sight word which has been taught to them many times before.

Typical problems due to poor visual memory skills:

Difficulty in recognising some letters and numbers, especially those they may not use very often, for example some of the capital letters.
Have problems learning sight words, or remembering what a word is, from one page to another.
Reading is slow and stilted, making comprehension difficult.

For more information on how to identify visual memory difficulties see our Other Physical Skills Assessment from our Teach Handwriting website: http://bit.ly/2P5jS44

For games and activities to help support and develop visual memory skills use this links: http://bit.ly/2M350S1

Why do we ask children to #read out aloud?

March 26, 2020lucyteachchildrenLeave a comment

What is ‘The Simple View of Reading’?

October 31, 2019lucyteachchildrenLeave a comment

The term ‘Simple View of Reading’ used by schools may seem strange as there is nothing simple about learning to read.

‘The Simple View of Reading’ was adopted by the Government in 2007 and now underpins the English National Curriculum’s programmes of study for reading at Key Stage 1 and 2.

Even though reading, the ability to decode the word and extract the correct meaning of the words, is a complex set of skills; ‘the Simple View of Reading’ conceptual framework (Stuart et al. 2008, cited Hoover and Gough, 1986) reduces it down to two key components:

Word recognition – the ability to decode unknown words and recognise printed words.
Language comprehension – the ability to understand the spoken words and use this process to understand the written text.

Reading Comprehension = Decoding x Linguistic Comprehension

So in theory a child’s reading comprehension ability can be predicted by looking at their decoding and linguistic (spoken language) comprehension abilities (Johnston & Watson, 2007).

When using ‘the Simple View of Reading’ as the basis for teaching reading it becomes clearer as to why:

A high quality phonics scheme is required, which the Rose Report (2006) explains ‘…is not a ‘strategy’ so much as a body of knowledge, skills and understanding that has to be learned.’ (page 20) [This teaches children how to decode.]
A language rich environment to develop and encourage linguistic comprehension is vital.

Bibliography

Johnston.R. and Watson.J. ‘Teaching Synthetic Phonics’, 2007, Pub: Learning Matters, Sage Publication Ltd.

Rose.J. ’Independent review of the teaching of early reading: final report March 2006’ Pub: DfES Publications

‘The simple view of reading and evidence based practice’ Rhona Stainthorp Institute of Education, Reading University, Morag Stuart, Institute of Education, University of London (2008) Pdf downloaded from internet