Oral language is the foundation for reading
Oral language provides children with a sense of words and sentences and builds sensitivity to the sound system so that children can acquire phonological awareness and phonics. Through their own speech children demonstrate their understanding of the meanings of words and written materials.
Supporting evidence
Children reared in families where parents provide rich language and literacy support do better in school than those who do not. "Language-poor" families are likely to use fewer different words in their everyday conversations and the language environment is more likely to be controlling and punitive.
Exposure to less common, more sophisticated vocabulary (rare words) at home relates directly to children's vocabulary acquisition. Rare words are those that go beyond the typical 8,500 most common words in the English language.
There is a strong relationship between....click here to read more.
Studies have found that early reading abilities are both directly and indirectly related to long-term reading success (Butler et al., 1985; Lonigan, Burgess, & Anthony, 2000; Senechal & LeFevre, 2002; Stainthorp & Hughes, 2004; Wagner et al., 1997).
Reading abilities measured at 5 years are predictive of reading achievement through 9 and 11 years (Butler et al., 1985; Stainthorp & Hughes, 2004; Wagner et al., 1997).
Five for Families!
Researchers have identified five areas where the home and family can influence reading development in children:
1. Value Placed on Literacy: Parents show their own interest in reading by reading in front of their children and encouraging them to read, too.
2. Press for Achievement: Parents let children know that they are expected to achieve and help them develop reading skills.
3. Availability and Use of Reading Material: Homes with reading and writing materials for children—such as books, writing paper, pencils, and crayons—create more opportunities to develop literacy.
4. Reading with Children: Parents who read to toddlers and listen as older children read aloud help children become better readers.
5. Opportunities for Verbal Interaction: The quantity and content of conversation between parents and children influence language and vocabulary development, both building blocks for later reading success.
Source: Hess & Holloway, 1984. Family and School as Educational Institutions
READING AS A HOME AND FAMILY HABIT
Encourage conversation and discussions at home and use rich language and
Deliberately use a variety of words in daily conversations at home
Actively expand children's ideas with richer language during daily conversations
explain the meanings of words, phrases, contexts
provider varied vocabulary input
introduce correct sentence structure, syntax, grammar, etc.
repeat, affirm and expand their ideas without correcting them explicitly
Give children varied life experiences to enrich their general knowledge - as they learn to read, their knowledge will support their reading comprehension
For example; cook with them, visit farms, pharmacies, talk about dentists, hospitals, mechanics, the inner workings of different things, facts about animals, countries, cultures etc and discuss all these experiences together
Inspire a love for reading in the family !
Books are excellent gifts
Build a home book collection or use the public library to borrow books
Create a fun family culture around reading books ( a reading corner, reading basket, book-bag etc)
Read to your child daily - 20 minutes a day
Choose books that are typically above your child's reading level (rich literature)
From ages 4+ you can read a chapter or a few pages a day of an interesting chapter book. Recommended authors include: Enid Blyton, Roald Dahl, C.S Lewis...
Routinely identify new words in each session and keep a diary or list if possible
Review and discuss for comprehension after all reading sessions
Practice reading techniques daily
For your 3 or 4 year old: practise...click here to continue reading