‘Sounds and symbols’: Communication, learning and development through reading FdA Children’s & Young People’s Services Early Years Pathway: Option Module Session 3 http://nationalstrategies.standards.dcsf.gov.uk/primary/ITT

Learning Intentions By the end of the session students will: gain an appreciation of the different stages of reading development in young children examine approaches and strategies which support children in learning to read reflect on provision and practice in their own settings/experiences linked to reading learn more about the requirements of LO2

Reading: a summary The fundamental principle of reading is about the _________ _________________ Key words: fluency, comprehension, independence and, most importantly, enjoyment Readers do not usually read ‘aloud’! _______________ is considered a most ‘prestigious prize from education’ Q: How exactly does reading develop children’s communication skills?

Environmental Print (EP) ‘EP is often the first contextualised and meaningful print which a child encounters’ (Hallet, 2008: 53) _______________________ (Firth, 1985) Q: Why can some young children read ‘Epson’ and others ‘Koyker’? The list of EP is endless!

The Emergent Literacy approach Emergent Literacy is defined as “knowledge and skills relating to reading that children usually develop from experience with books and other print media _________ the beginning of formal reading instruction in school." Slavin (2006) ‘Adults are active participants in emergent literacy rather than passive observers of maturational process’ Merchant (1999: 70)

Getting into reading (H/O) Handling books – upside down? Conventions of print – L2R, T2B Language of reading – space, back Links to spoken language Patterns of language Ways to read – skim, dip in, scan, F2B Use of cues – pictures Use of phonological knowledge – ‘b’ Predicting – a guess? Using voices and expression – ‘huh!’ Listening back

Reading and Play Home corner – ‘cook’ Painting characters Drama/role play – Goldilocks & the bears Games – dice, board _________________ Dust covers Making books Story tapes Story props Speech bubbles Imaginative play – ‘at the hairdressers’ Sequencing Curiosity kits The ‘caved’ book area Class books _________________

Story & children’s learning Story can make a powerful contribution to the _____________________________________ development of the young child. (Godwin et al, 2002: 25) ‘In the first year of a babies life we can make sure that the roots of literacy go deep by sharing books, rhymes & poetry with them.’ (Makin & Whitehead, 2004: 27)

Types of reading Performance reading - reading aloud ‘by’ the child Shared reading – practitioner and child collaboration Performance reading - reading aloud ‘by’ the child Guided reading –------------------- Independent reading – on ones own Silent reading – USSR, ERICS, SQUIRT Being read to in bed – at the setting and home Reading partners/buddies – paired reading Reading ‘to’ pupils - the art of story-telling Modelled reading -----------------

The ‘simple view of reading’ DfES (2006: 77)

The Phonics Debate _____________________________________________ The Rose Review (2005) on the teaching of early reading stated that ‘most children should begin reading using systematic phonic work by age five’ (p56) 'Say no to phonics before five!' was a campaign set up by early years experts who, in December 2006, expressed grave concern at the announcement of the Government's imposition of approved phonics courses on four-year-olds (Letters and Sounds) www.tes.co.uk/search/story/?story_id=2216434

Theory of reading: Piaget Piaget believed that children learned through ___________ and that children were born with and acquire __________ - as they explore their world they form and reform ideas in their minds. Children’s concept of reading is shaped more by what they accomplished in preceding developmental stages as opposed to imitating or following adults behaviours and directions. (McGee & Richgels,1996:10)

‘An aspect of language, literacy or creativity’: possible possibilities The Reggio Emilia approach to CLL The ‘phonics’ debate The introduction of the EYFS Parental involvement in young children’s reading The ‘pain’ of mark making The role of the arts in developing children's reading behaviours Getting boys to write Types of reading for nursery children Emergent Literacy Building the S/L skills of children with EAL The ‘simple view of reading’ & Rose Report The power of digital texts Developing practitioners’ spoken language