According to Burns and Kidd (2010), all beginning readers depend on language underpinnings that begin developing in the preschool years. In addition to that Burns, Griffin, Snow (1999)in the book Starting Out Right said that during the first months and years of life, children's experiences with language and literacy can begin to form a basis for their later reading success. Burns and Kidd (2010) stated that as preschool children's oral language develops, their expressive oral language increases and their listening comprehension becomes more sophisticated. They went on to say that as this happens, their ability to remember and use information increases and they learn how to listen differently when hearing expository text verses a narrative. Burns and Kidd (2010) said that they become aware of the sounds of language and the phonemes and morphemes that comprise words. They also learn the purpose of written language and the forms it takes. Burns and Kidd (2010) stated that a major part of an early literacy foundation is developing a child's motivation to read.
One way to think about literacy is the picture of the pillar (below). Learning to read starts with the foundation of the pillar which is comprised of phonological awareness (the ability to think about how words sound), print concepts, and motivation to read. Upon the foundation mastering fluency, identifying printed words, and understanding the meaning are built. This includes the ability to identify printed words using sound spelling connections and having a knowledge of some sight words. They also use their previous knowledge, vocabulary and comprehension strategies to read for meaning. Children read with fluency when they can identify words quickly so that what is read is understood and reading is fun for them. According to Burns and Kidd (2010) formal reading instruction builds on a child's understanding of language as they interact with others and encounter language and literacy models in their world.
Things you can do as a parent to promote literacy early on:
- Read to your children starting as early as six weeks
- Extend vocabulary and language development through verbally labeling objects and events in your child's world
- Talking to adults is a child's best source of exposure to new vocabulary and ideas so use everyday activities like bath time, reading, eating, and playing to talk to them
- Pick books that have subjects that are of interest to them, encourage them to ask questions while you read the book and expand on their current level of information (Here is a list of the top 100 picture books from the New York Public Library's website.)
- While you are shopping in the grocery store ask your child which sounds is the same in the words peach and pineapple in order to nurture phonological awareness
- Help them to fall in love with words by breaking them down to help them pronounce them. By doing this you are helping them to see that words don't just have meaning they have form and substance. You are teaching them that you can take apart a word and put it together which is an insight into word attack for reading
The first step toward reading is a child's sensitivity towards print. Infants typically kick their feet, make eye contact, and smile in response to your talking and look where you point as you read the book. Toddlers start to recognize favorite books by their cover, pretend to read books, and learn that books are handled in certain ways. Around age four children come to understand that it is the print that is read in stories and that this print contains alphabet letters. Click here for a great way to read with your preschool age child. And here is a more extensive list of reading and writing accomplishments through different stages of development.
Is it important of reading to your children who are bilingual?
A study was done by Roberts called Home Storybook reading in primary or secondary language with preschool children. The purpose was to determine whether or not children's English vocabulary acquisition was influenced by a storybook reading at home in their primary language as well as the storybook being read at school in English. Even if the families did not speak or read English very well they were still encouraged to read to their children by just using the pictures in the books to tell the story. Some more great advice for reading with your children was to sit close together with them, point to the print, read the story several times, and get the child to talk more through naming, labeling, asking questions, responding to language the child uses by elaborating and extending. The study found that using their techniques of reading in English at school and providing the books in the child's primary language for home use was very effective in their acquisition of vocabulary. To find out information about reading impairments in dual language children please click here.
Resources:
Burns, M.S., Griffin, P. & Snow, C. E. (Eds.) (1999). Starting out right: A guide to promoting children's reading success. Washington DC: National Academy Press.
Griffin, P. (2012). Class 8 Literacy Foundations Reading and Comprehension, ASD. [PowerPoint Slides] Retrieved from online.
New York Public Library. 100 Picture Books Everyone Should Know. http://kids.nypl.org/reading/recommended2.cfm?ListID=61. Retrieved online May 5, 2012.
Roberts, T.A. (2008). Home storybook reading in primary or second language with preschool children: Evidence of equal effectiveness for second-language vocabulary acquisition. Reading Research Quarterly, 43(2), 103-130.
