1. Elisabeth Mellgren PhD, Senior Lecturer UNIVERSITY OF GOTHENBURG Department of Education, Communication and Learning, Repeated Reading Early Childhood Literacy as an opportunity in preschool

2. Repeated reading for individual children This is a another way to organize reading at pre-school in a more systematic way. The Swedish Pre-school curriculum arouse curiosity and desire for early and emergent literacy, story-reading and literature. The pre-school also has a compensatory mission to ensure every child's abilities, needs and opportunities

3. Project aims Increase parents' awareness of early literacy and children’s literature through joint in-service-training for pre-school teachers and staff at the library and at the Health-Child-Care-Centre. increase knowledge and professional language in early childhood literacy learning and conversation enclose to reading for all participants in the project. develop and support dialogue reading. increase the number of occasions with scheduled reading in pre-school. This focus on reading and conversation within the activities are expected to provide synergistic effects on parents' reading activities with children.

4. Theoretical and conceptual framework Socio cultural framework for the recent study is work by: -children is born into a literate context and he/she act and behave in this whorld Emergent Literacy and Early Childhood Literacy (Adams; Eriksen Hagtvet; Kress; Langer; Liberg; Makin ) Bruner (2002) says that pre-school have the get the responsibility in the society to give children “the tools” for learning and making meaning.

5. Early Childhood Literacy In an Early Childhood Literacy approach includes language, reading, listening and conversation in order to involve the child in the meaning of the text surrounding the communicative aspects, content and form. It involves complex abilities; interactive reading, conclusions, predictions and associations, to connect what they read to what you know about the world in general and what you read in other contexts, to understand yet still be able to relate critical (Säljö 2005). The project's overall aim is to increase awareness among carers about reading aloud, talking, and children's literature.

6. Early Childhood literacy: Becoming literate children establish an understanding and an approach to literacy learning at an early age, and that this tends to be stable; in pre-school and school there are traditions and things that are taken for granted with regard to children’s literacy learning that should be rethought in order to realise the goals of the curricula; Gustafsson and Mellgren (2005).

7. Toddlers various way to interact in a story-time setting Mellgren and Gustafsson in Sheridan, Pramling Samuelsson and Johansson (2009). ECERS about 10 % of children have no or very limited reading in family 200 videoobservations of individual reading; unic setting to support language and early literacy learning. easy to organize; every child get involved;

8. Intervention – Repeated reading The individual repeated reading was chosen as the method assumes results from a previous study which said that it is unusual in pre-school and that teachers find it valuable (Mellgren and Gustafsson, 2009). The teacher's logs in this project shows that teachers are often surprised by the positive response they receive from the children who participate with joy and expressed that they feel special

9. Participants Steering group: A group of four persons. Two persons responsible for language development in preschool and school in the municipality, one librarian responsible for children’s library and one researcher. Management team: The steering group and two preschool directors, responsible for municipal pre-school, special education teachers, speech therapists and Child Health Centre 41 teachers and in this part of the study about 90 children.

10. Ethical Considerations All participation was voluntary. Pre-school teachers study, parents and children in have this opportunity to voluntary deliver notations to this study.

11. Intervention – Repeated reading How to provide reading sessions in family? 1)questionary – how; when; what and how often pre- school teacher read in pre-school 2)in-service-training; 3)Repeated reading - give attention to compensatory mission to ensure every child's abilities, needs and opportunities

12. Questionary: The result (pre) shows that the number of reading sessions in these pre-schools is quite limited. Many children are never with the enthralling. Planned sessions are almost exclusively for the group and not for individual children and occur at collection or during rest after lunch. These results are consistent with a study by Damber, Nilsson and Ohlsson (2012) showing that in the pre-school reading is about sex events per week. The reading takes place as a solitary event that is not included in any educational context. Previous studies (Pramling, Asplund Carlsson and Klerfelt, 1993) have reached similar results. The result (post) shows on more awareness in the pre-schools reading routines and a larger number of reading sessions

13. In service training Dialogues in the context of reading is a rare phenomenon, a third of the logs gives expression to the session, providing a basis for an assessment of the child's language development. The continuing in-service-teacher-training as part of the project has focused on the dialogues in the context of reading. How the teacher in a conscious way can support the development of children into readers. It is an issue is that the teacher uses varied strategies to clarify the text, functional, structural and content aspects.

14. Reading Log a)Reading session as an opportunity to practice and document language (skills) b)Reading session as a social and communicative opportunity (communication) c)Reading session as a literacy learning opportunity (skills + communication)

15. a) Reading session as an opportunity to practice and document language In this category often described the child's linguistic skills such as the ability to name, retelling, remember and respond to the control questions about the book's contents. Several children in the study have a not Swedish as native language. It appears in a number of reading logs to teachers comment on the language skills in Swedish. The teachers expressed that reading provides a basis for the assessment of the child's linguistic skills and abilities.

16. b) Reading session as a social and communicative opportunity Within this category, emerges the importance of a nice time and individual time with the teacher. Story-reading forms the basis for communicative conversation and relationship-building; teacher - children. In this category are the social dimensions of reading that is in focus.

17. c) Reading session as a literacy learning opportunity In reading logs within this category the text constitutes a shared focus of teacher and child. The text is used in a conscious way to involve the child in a challenging and communicative dialogue. The teacher’s express a learning literacy teaching skills.

18. Implications Cotributuion to literacy teaching in preschool. This can be a professional-practice for reading literacy in pre-shool. -pre-school have to work in a way that all children get a good attitude to reading – texts, literature adn other media -We think that pre-schoolteachers can be a professional support for family reading

19. What’s next? This fist project for 10 pre-school units was ended November 2014 and We have got permission to continue 2016- 2019 whit another 150 preschool units.

20. University of Gothenburg Faculty of Education Research www.ufn.se Department of Education www.ikl.gu.se Ph D Elisabeth Mellgren www.ipd.gu.se/ElisabethMellgren elisabeth.mellgren@ped.gu.se

21. University of Gothenburg 39 Departments, grouped into eight faculties 37 000 students (25 0000 full-time) Preschool teacher program ( 1400 students) 6000 employees The University of Gothenburg is environmentally certified and works actively for sustainable development. With new knowledge and new perspectives, the University contributes to a better future.

22. University of Gothenburg Faculty of Education Research www.ufn.se -four departments Department of Education, Communication and Learning 6000 employees www.ipkl.gu.se Research team: ECE http://ipkl.gu.se/forskning/forskningsmiljoer/ece Preschool-teacher-program http://lararutbildning.gu.se/utbildning/forskollararprogrammet#1 Master's Programme http://ipkl.gu.se/utbildning/masterprogram_buv PhD studies at the Faculty of Education http://uf.gu.se/utbildning/forskarutbildning