How to Develop a Child’s Interest in Books and Reading
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.
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 500th 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 reading to, and with, your child 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:
- 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.
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
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):
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
We ask children who are learning to read to ‘read out aloud’, but forget to tell them why. It is not just so we can hear they have decoded a word correctly. The important point is to encourage them to actively listen to what they are saying. The idea is that if they hear the words they will, if it is part of their vocabulary, understand their meaning and therefore fully comprehend the text they have read.
Many children, and grown-ups for that matter, do not enjoy or find reading difficult.
So, keep it short, simple and practical. We read all sorts of things as part of our daily activities but do not always ask our children to do the same or read them out aloud. If getting your child to read from their school reading books is proving to be a battle every day then don’t do it. Try getting them to read other things instead, such as:
- Packets/tins food labels and the cooking instructions;
- Simple recipes for meals you might cook (these can be from a book, magazine, phone, notepad or laptop),
- Ask family and friends to write a text or what’s App message to your child//children every day or two and get them to read them out aloud to you.
- 1 or 2 paragraphs from a suitable article about something they are interested in or enjoy, football, ballet, computer game reviews etc… (these can be from a book, magazine, phone, notepad or laptop). We all like to share information about things that are important to us.
Remember it is not about the number of pages they read but that they are understanding what they are reading and hopefully get an enjoyment from the experience. Who doesn’t like to read a message or letter from family or friends!
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.
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