Starting out right: a guide to promoting children's reading success (original) (raw)

Reading with Young Children. Reading: Research-Based Decision Making Series, Number 9302

1993

This report provides research-based answers to questions about literacy development from infancy to age 6, with emphasis on the development of these skills in precocious readers. The question-answer format considers the importance of reading with young children, other activities to help young children learn to read, normal development of reading and writing skills, the precocious reader, and testing a preschooler's reading ability. Conclusions are organized into recommendations for parents and recommendations for teachers and administrators. An executive summary stresses seven conclusions: (1) children acquire important literacy knowledge and behaviors during the preschool years; (2) effective story reading is interactive and responsive to the child; (3) in early reading development, the child's developing knowledge of language is most important while in later reading development, his/her knowledge of the world and expressive skills becomes more critical; (4) early writing skills may develop in parallel with or out-of-step with reading skills; (5) learning letter names and sounds is an important part of early literacy development; (6) reading failure can be prevented by the early identification of reading difficulties followed by appropriate instruction; and (7) precocious reading is an example of giftedness. (Contains 31 references.) (DB)

Reading to babies: Exploring the beginnings of literacy

Journal of Early Childhood Literacy, 2019

In this study, the researchers explored the impact of reading aloud on language acquisition for 12 infants and toddlers (6–22 months old) attending a preschool located in South Florida. The research team included university professors, a preschool director and two preschool teachers. A teacher assistant read a selected picture book to each child individually for 10 weeks using scripts with prompts to assess receptive and expressive language. In addition to the book scripts, data collection included parent surveys, observation, developmental checklists, videotaping and field notes. Researchers measured each child's length of engaged time and level of engagement individually and as a whole group. Results indicate that participants demonstrated book preferences in terms of engagement, with the toddlers showing interest in books on familiar topics. Effective read-aloud strategies and techniques for young children are shared to promote the love of literacy.

Pedagogical Practices For Early Readers

Foundations of good reading among children are the same regardless of their gender, background or special learning needs.In other words, all children use the same processes in learning to read. Some children may be slow readers while others may be fast absorbers but all of them can ultimately master the same basic skills for fluency and comprehension. The three main interrelated goals for reading are: fluency, comprehension and motivation. Fluency is one's ability to identify words accurately and read text fluently with good expressions. It is achieved through reading made-easy books about familiar subjects. Children are enhanced in phrasing gaining more meanings through the texts they read. Comprehension is to understand, reflect on and learn from text. This includes: prior knowledge, experiences, language skills and higher-level thinking. The third is motivation to read which is tantamount to oil which lubricates the engine to move. Motivational factor is crucial to start with the process. Books, poems, pictures, charts and other resources could be ideal that catch the interests of early readers. Intensive research about early reading in Ontario Canada (2003) showed that reading concepts are the knowledge and skills that children should be equipped with in order to read with fluency and comprehension: oral language, prior knowledge and experience, concepts about the print,phonemic awareness, letter-sound relationship, vocabulary for reading, semantics, syntax and pragmatics; metacognition and comprehension strategies and higher-order thinking skills. These factors are not dependent from each other but rather support and build on each aspect for successful implementation. Oral language could be elucidated through experience; children accumulate vocabularies, semantic knowledge which is the awareness of the structure and syntactic knowledge. It has been proven that children who are proficient in oral knowledge have solid beginning for reading. On the other hand, prior knowledge and experience illustrates variety of experiences that will allow the children to admire concepts found from the texts. The anticipation of contents leads to easier decoding of the texts and deeper understanding of its meanings. It is the world of understanding that children bring to school.Researches on the early stages of learning indicate that children begin to make sense of their environment at a very early

reviews Center for Early Literacy Learning

2015

The effects of repeated book reading on children’s early literacy and language development were examined in a meta-analysis of 16 studies including 466 child participants. Results indicated that repeated book reading influenced both story-related vocabulary and story-related comprehension. Findings also showed that the adults ’ use of manipulatives or illustrations related to the story, positive reinforcement of children’s comments, explanation concerning the story when asked, and open-ended questions to prompt child verbal responses were associated with positive child outcomes. Implications for practice are described. CELLreviews are publications of the Center for Early Literacy Learning (CELL) funded by the

The Importance of Reading to Children

Research has shown that the single most important thing that a parent can do to help their child acquire language, prepare their child for school, and instill a love of learning in their child, is to read to them ). Reading to a child is one of the easiest ways to prevent future learning problems, and yet many people do not fully understand the enormous, positive impact that this simple act has on the life of a child. Across the US, just under half (47.8%) of all children five and under are read to everyday, which means that over 13 million children go to bed at night without a bedtime story. In Arizona, only 43.2% of children are reportedly read to every day .

How to Instill Reading Habits for Early Childhood

2018

Book is the window of the world, it is a reflection that reminds us of the importance of reading books for various knowledge sciences. However, the book will only be a dead item that is useless if we do not read it. The problem is not everyone likes to read. Interest in reading in our country, especially Interest in reading of children until now can be said is still quite apprehensive. Based on data from the UNESCO percentage, Indonesia’s reading interest is only 0.01 percent, that meaning from 10,000 children only one child who has a reading interest. 21st century has become an era of great change for human life demanding the mastery of various skills essential to global competition. The opportunity of this country to compete with other countries to become more advanced and developed will be smaller if the quality of the next generation of the nation is also minimal because there is no effort to improve the quality of self by reading. This paper concludes that there are two factors...