1. ‘Sounds and symbols’: Communication, learning and development through reading
FdA Children’s & Young People’s Services
Early Years Pathway: Option Module
Session 3

2. 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

3. 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?

4. 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!

5. 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)

6. 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

7. 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
_________________

8. 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)

9. 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

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

11. 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)

12. 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)

13. ‘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