Reading

Why Vocabulary Building with your Child is so Important!

September 25, 2025September 15, 2025lucyteachchildrenLeave a comment

Building your child’s vocabulary is a vital pre-reading skill. This is because schools teach what is referred to as the ‘The Simple View of Reading’(explained on our blog on 28/08/25).

This means that a child decodes the words using their phonics skills and their own vocabulary knowledge to help them understand the text they are reading.

So, for a child to have good reading skills they need to be able to speedily decode unknown words and recognize familiar printed words. And, understand the meaning and grammatical structure of the spoken language and then use this knowledge to understand the printed text.

This means that a child:

• Who does not fully understand the meaning of all the words and/or the grammatical structure of the spoken language (age appropriate) will also be unable to fully understand the printed text; even if they decoded it correctly.

• Whose ability to understand the spoken word is poor will also be unable to understand the printed text; even if they have managed to decode a few words.

Helping your child build their vocabulary is also vital, if they are to continue to develop good communication skills. Talking, explaining, sharing and playing are all important in developing your child’s vocabulary, their understanding of the words meaning in the context of the conversation and the grammatical conventions of our spoken language.

The Importance of Using Letter Names for Developing Handwriting, Phonics and Reading Skills

September 11, 2025September 9, 2025lucyteachchildrenLeave a comment

Here at Teach Children we have always promoted the importance and power of teaching the correct letter names to begin with; through our Teach Handwriting website, Schemes and Teach Phonics website.

Unfortunately, over the years this has proved to be a challenge as schools have felt they needed to focus more on phonics skills and relied on the handwriting element that were incorporated within the phonics schemes, which frankly just didn’t work for so many.

The Department of Education published on 08/07/2025 its new writing framework, which now recognizes and clearly emphasises the importance of teaching handwriting from EYFS right through the primary years.

Their acknowledgement that handwriting has to be taught separately from phonics means that children will have to learn the letter names as part of a good handwriting scheme:

“Pupils should be taught both phonics and handwriting consistently and systematically, in line with the programme for each.”

Department of Education; The writing framework: July 2025; page 37; https://www.gov.uk/government/publications/the-writing-framework

In learning to handwrite, a letter is a shape which only represents a sound when it is placed within a word or sentence (has a context). Also, a letter or combination of letters can represent more than one sound and so the only unique way of identifying alphabet letters when we talk about them is to use their names.

Learning the correct letter names helps to reinforce that when talking about the letter ‘a’ (ay) for example it has a set shape regardless of the sound that it will be representing in the word. This further supports children’s handwriting development as the communication of your requirements is unambiguous.

Teaching the correct letter names is important when supporting handwriting as this can in turn affect a child’s phonics understanding later on. For example, it can seem very easy when explaining to a child which letter to write when they ask which one is making a ‘kuh’ sound in a word such as cat to say a ‘curly kuh’. There is no such letter in the alphabet called ‘curly kuh’ it is the letter ‘c’ (cee). By adding the ‘kuh’ sound to the letter it reinforces incorrect phonics knowledge. The letter ‘c’ does not make a ‘kuh’ sound in words such as: city, circle, cycle and centre.

It should also be pointed out that learning the unique letter names of the alphabet is a pre-phonics skill; as well as an early years learning goal.

Phonics is a powerful decoding and encoding tool. However, so is the alphabet letter naming system. Both need to work side by side to support our children, especially in those early years of their educational journey.

The English phonic system is very complex but this is why our language is so rich. Young children need to use letter names as an additional tool, as it takes many years for them to be introduced to the more complex phonics coding system.

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

July 3, 2025lucyteachchildrenLeave a comment

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 paintings/pictures, posters, advertisements, road signs and maps.

Why Vocabulary Building with your Child is so Important!

September 19, 2024September 5, 2024lucyteachchildrenLeave a comment

Building your child’s vocabulary is a vital pre-reading skill. This is because schools teach what is referred to as the ‘The Simple View of Reading’.

This means that a child decodes the words using their phonics skills and their own vocabulary knowledge to help them understand the text they are reading.

This means that a child:

• Whose ability to understand the spoken word is poor will also be unable to understand the printed text; even if they have managed to decode a few words.

Developing and Supporting Your Child’s Reading Journey – Week 6

July 18, 2024June 20, 2024lucyteachchildrenLeave a comment

Letter Knowledge

Letter knowledge is understanding;

That the same letter can look different, for example, a lower-case letter ‘b’ looks different from a capital letter ‘B’. Letters will also look different depending on which font type is being used or if it is handwritten, for example, an Arial font letter ‘g’ looks different from a Calibri font ‘g’.
That letters have names and the same name is used for that letter even when they look different, so the lower-case letter ‘a’ and its capital letter form ‘A’ are both called ‘ay’.
That letters (graphemes) are used to represent sounds (phonemes) in words. Teaching the unique letter names of the alphabet is an important pre-phonics skill. A letter or combination of letters can represent more than one sound and so the only way of identifying alphabet letters when we talk about them is to use their unique names.

Developing Letter Knowledge:

Through Play:

Sorting and Matching Games- use plastic or wooden letters, alphabet letter flash cards; can they group all the lower-case letters together, or all the capital letters or all the different letter ‘ay’s’ together.
Kim’s Games – use plastic or wooden letters, alphabet letter flash cards. Using a few letters at a time, place 5 to 10 on a tray and let your child look at them and talk through which letters are there. Cover with a tea towel and ask your child to look away, then remove 1 or 2 of the letters. Then ask your child to look back and remove the tea towel. Can they spot which letters are missing.
Detective Games– focus on identifying individual letters of the alphabet and naming them, this can be played at home or when out and about.
Leap Frog – use the letters of the alphabet on home-made paper lily pads. Use the letter names to identify the target lily pad for your child to either jump onto or to throw a bean bag/soft toy on to.
Skittles and Throwing Games – use letters of the alphabet on the targets and use the letter names as a way of identifying which of the targets your child is aiming for.

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).
Making and drawing their own story book.
Learning to write letters correctly (see our Teach Handwriting Website: https://teachhandwriting.co.uk/parents.html )

Through Songs/Nursery Rhymes:

Singing Alphabet Songs, try singing it to different tunes.
Make up Your Own Rap – point to the letters as the rap is said.

Through Talk:

Talk about letters as being shapes made up of straight, curves and diagonal lines.
Look at the letters in your child’s name, talk about the fact that the first letter in their name is always a capital letter and that normally the other letters are lower-case letters.
Point out, especially for slightly older children, that lower-case letters are about half the size of the capital letters.
Compare letters looking at what is the same and different about them.
When taking about letters use the letter name as well as the sound it is making in the word, remember a letter is often used to represent more than one sound. The letter ‘a’ can be used to represent different sounds in the following words: ant, apron, was, and any (just 4 of the eight sounds it is used to represent).

Through Book Sharing:

What books to choose?

Books with shapes
Books where you have to find things (like I spy)
Alphabet books
Books which use different font styles in the pictures and text.

Book Sharing Tips:

Alphabet books do not need to be read from cover to cover. Let your child choose which letters they want to look at.
Trace the letters with your finger or let your child trace it (make sure you trace the letter using the correct formation orientation, encourage your child to do the same).
Talk about the pictures in alphabet books before focusing on the letter, its name and the sound it can make.
Show your child the first letter in their name and then look for that letter in the book.
Show and talk about how some letters are in their capital form and others in their lower-case form. Can they find other examples of the letters?
Choose two letters to talk about: How do they look alike? How do they look different? What shapes/line styles are they made up of?

Developing and Supporting Your Child’s Reading Journey – Week 5

July 11, 2024June 20, 2024lucyteachchildrenLeave a comment

Narrative Skills to Support the Understanding of Different Writing Styles

Narrative skills are based on understanding and using expressive language. This is the kind of language we use to describe things and feelings, to tell events in order and to recall and tell stories.

Children develop their narrative skills over time taking prior knowledge, what they already know, and building on this through:

Conceptual thinking; the development of concepts such as shape, colour, the passing of time; as well as developing and using strategies for problem solving and prediction (thinking skills).
Content knowledge; what they already know about the topic/situation; the ability to relate situations to their own experiences, the ability to sequence events in a logical order as well as to sequence processes such as getting dressed or making things.
Understanding that different genres are set out in different ways, story structure such as that used in fairy tales is different from that used for poetry or informational text (explaining things) or instructional text (how to do something) such as a recipe.

Developing Narrative Skills:

Through Play:

Role play different situations; doctor’s, school, office, shops etc.
Dramatic and imaginative play; acting out stories together using props and/or puppets and toys.
Matching and sorting games to develop understanding of concepts such as colour, shape and size.
Puzzles for developing problem solving skills.

Through Drawing/Writing:

Ask your child to draw pictures for a story and you write the words
Ask your child to draw or write (make mind maps) of the things they already know about something.
Ask them to draw different shapes in different sizes and to use specific colours for them.
With older children make and draw charts and graphs for classifying objects.

Through Songs/Nursery Rhymes:

Children’s songs and nursery rhymes cover a wide range of concepts:

Everyday sequences such as 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.
Introduce concepts such as size, colours, shapes and numbers such as “One, two, three, four, five once I caught a fish alive…”
Tell stories for example ‘Baa Baa Black Sheep’ or ‘We’re going on a Bear Hunt’ by Michael Rosen & Helen Oxenbury.

Through Talk:

As your child explores objects, describe them and their uses; compare and contrast objects.
Remember to give your child time to work things out, or to solve a problem. It can take a child several minutes sometimes to process what they have heard and to formulate a response.
Talk about concepts such as shape, colour, size, texture.
Explain and use language that explains where things are in relation to each other (spatial awareness) such as above, below, on top of, next to, first, etc.
Help your child to develop an awareness of time, not just the here and now but what happened in the past and might happen in the future.
Put processes into sequence using things like recipes, making things or how plants grow, the passing of time, weeks, months, seasons etc.
Encourage your child to recount their day or to re-tell a story.
Encourage your child to tell you what they know about something as well as sharing what you know.
When sharing information explain how you learned about it; read it in a book or on the internet or heard it on the TV or radio.
Encourage your child to guess and predict what might happen.
Encourage your child to solve problems or resolve conflicts; if you do it for them explain what you did and why.
Embed conversation into everyday routines such as getting dressed, meal times and bed time.

Through Book Sharing:

What books to choose?

Books that tell a cumulative tale
Books with a natural sequence
Books with a repeated phrase or repetition as part of the story
Poetry books
Non-fiction books

Book Sharing Tips

Read books on topics that interest your child.
Ask your child to tell you what they know about the book you are reading.
Encourage your child to join in while sharing a book, saying repeated phrases for example.
Read with expression.
Encourage your child to re-tell the story.
Re-read books so that your child can become familiar with the story, making it easier to re-tell the story.
Relate what is happening in the story to your own child’s experiences or ask then to tell you how it might relate to them.
Use props to tell the story to help your child remember the sequence of the story. They may find using props a great way to re-tell you the story.
Encourage your child to talk about the pictures. Take their lead and try to ask open-ended question (those that cannot be answered by yes or no).
Talk about the books you like and what you like about them.
If your child loses interest, try again another time.
Talk about the pictures in a book or sections of a story and let your child tell you their thoughts about what is happening and might happen next.

Reading with Your Child Can Be Fun!

June 6, 2024May 30, 2024lucyteachchildrenLeave a comment

The importance of reading to, and with, your child from a very early age can’t be over emphasized. The more your child is exposed to words and enjoys the reading experience the quicker they will learn to read for themselves.

Reading with your child enables you to introduce them to new words and language structures which they will not come across in their everyday interactions. You can explain these words, through reading with your child, and help them to develop an understanding of their meaning. If a child likes the sound and rhythm of these new words or language structures they will, over time, start to use them in conversations with others and during imaginative play.

Reading to, and with, your child is such an important activity, however knowing how to keep it fun and to get the most out of the experiences is not always clear. This is why we are re-running our popular six-week series on ‘Developing and Supporting Your Child’s Reading Journey’

Each week we will look at a different reading skill element, giving example games and activities you can use to support and develop your child through:

Play
Drawing/Writing
Book Sharing
Talk & Song

‘Developing and Supporting Your Child’s Reading Journey’ Series:

Week 1. How to develop a child’s interest in books and reading.
Week 2. Phonological awareness skills required for reading.
Week 3. Vocabulary development for comprehension.
Week 4. Print awareness to develop understanding of reading conventions.
Week 5. Narrative skills to support the understanding of different writing styles.
Week 6. Letter knowledge.

What is ‘The Simple View of Reading’?

August 31, 2023lucyteachchildrenLeave a comment

[For a pdf copy of this diagram click here] PDF: https://www.teachphonics.co.uk/assets/pdfs/the-simple-view-of-reading.pdf

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

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

July 7, 2022July 5, 2022lucyteachchildrenLeave a comment

Vocabulary Development for Comprehension

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 3

June 17, 2021lucyteachchildrenLeave a comment

Vocabulary Development for Comprehension

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.