The link below is to an article that takes a look at 5 reading apps for children.
For more visit:
The link below is to an article that takes a look at 5 reading apps for children.
For more visit:
Reading aloud can help young children learn about new words and how to sound them. There’s great value too in providing opportunities for children to enjoy regular silent reading, which is sustained reading of materials they select for pleasure.
But not all schools consistently offer this opportunity for all of their students. We regularly hear from teachers and teacher librarians who are concerned about the state of silent reading in schools.
They’re worried students don’t have enough opportunity to enjoy sustained reading in school. This is important, as many children do not read at home.
For some young people, silent reading at school is the only reading for pleasure they experience.
Where silent reading opportunities still exist, we’re often told that the way it is being implemented is not reflective of best practice. This can make the experience less useful for students and even unpleasant.
So, what should silent reading look like?
Here are ten important things we need to do to make the most of silent reading in our schools.
Enjoyment of reading is associated with both reading achievement and regular reading.
If we want young people to choose to read more to experience the benefits of reading, then silent reading needs to be about pleasure and not just testing.
Young people should not be prevented from choosing popular or high-interest books that are deemed too challenging. Books that are a bit too hard could motivate students to higher levels of achievement.
Students have reported enjoying and even being inspired by reading books that were challenging for them, such as J.R.R. Tolkein’s The Lord of the Rings.
Silent reading of text books or required course materials should not be confused with silent reading for pleasure.
Like adults, children may struggle to read in a noisy or uncomfortable space.
Schools need to provide space that is comfortable for students to enjoy their silent reading.
Discussion about books can give students recommendations about other books and even enhance reading comprehension.
But silent reading should be silent so all students can focus on reading.
If students see their teachers and teacher librarians as keen readers this can play a powerful role in encouraging avid and sustained reading.
School principals can also be powerful reading models, with their support of silent reading shaping school culture.
Even when schools have libraries the research shows students may be given less access to them during class time as they move through the years of schooling.
Not all students are given class time to select reading materials from the library.
This is particularly important for struggling readers who may find it hard to remember what they are reading if opportunities for silent reading are infrequent.
These students may also find it difficult to get absorbed in a book if time to read is too brief.
Reading comprehension is typically stronger when reading on paper rather than a screen.
Teacher librarians can be particularly important in engaging struggling readers beyond the early years of schooling. They may find it hard to find a book that interests them but which is also not too hard to read.
Librarians are also good at matching students with books based on movies they like, or computer games they enjoy.
Reading engagement is typically neglected in plans to foster reading achievement in Australian schools.
Practices such as silent reading should feature in the literacy planning documents of all schools.
Allowing students to read for pleasure at school is a big step toward turning our school cultures into reading cultures. Students need opportunities to read, as regular reading can both build and sustain literacy skills.
Unfortunately, literacy skills can begin to slide if reading is not maintained.
We need people to continue to read beyond the point of learning to read independently, though research suggests this message may not be received by all young people.
Where children do understand reading is important, they may be nearly twice as likely to read every day. So silent reading is important enough to be a regular part of our school day.
This article was co-authored by Claire Gibson, a librarian who’s studying a master in education by research at Edith Cowan University.
Learning to read is one of the most important developmental achievements of childhood, and it sets the stage for later school and life success. But learning to read is not straightforward. As child development researchers, parents often ask us how they can help their children to become good readers.
Parents can play a key role in supporting the development of children’s early language skills and fostering a love of reading, before and after children start formal schooling.
The building blocks of literacy are laid down during infancy. Even newborn babies’ brains are sensitive to the sounds and complexities of language. Babies don’t just need to hear language, they need to participate in language too.
Even though babies may only be able to say sounds like “ga,” “ba,” and “da,” they benefit from having these sounds repeated back to them in what are called conversational turns. A recent study found that the number of conversational turns between babies and parents is a key ingredient to building language skills.
So, when your baby says “ba,” respond. You can repeat “ba” or ask “Is that so?” or try to guess what they are saying (“Did you see a ball?”).
We know that babies who hear more words, speak more words and who hear more complex language produce more complex language later in childhood. These language skills help children get ready to read.
As babies turn into toddlers and preschoolers, their language gets more complex and they start to build the knowledge of words that they will eventually need for reading. By building language skills, preschoolers are also developing the attention, memory and thinking skills that will prepare them for school.
Preschoolers benefit from having books read to them. When parents read to children, it helps build children’s vocabulary and expands conversations. You can start with short picture books like Goodnight Moon and move onto longer picture books like Where the Wild Things Are or Corduroy.
Preschoolers also learn important language skills during play. Board games, games like “I Spy,” singalongs and acting out stories all help build the language skills they need for learning to read. When parents interact and talk out loud with toddlers and preschoolers during play, it supports the child’s learning of sounds and words.
Having conversations, reading books to your child and playing with your child are all activities that help your child build a positive attitude towards language and literacy. They will learn to connect reading with feelings of warmth and sharing. You can encourage them to choose the books, and the place where you will read them, and in turn start to foster their identity as a reader. These positive experiences support your child’s emotional and intellectual development.
Researchers have long debated how children learn how to read, and how best to teach them. Today, it is clear that children need explicit phonics instruction (learning which sounds match different letters), lots of practice, and support for understanding written material. This means that children must learn how to “crack the code” of reading.
Children need to learn that lines, curves and dots make up a letter and that each letter matches to a sound. Although the English language has 26 letters, these letters make up 44 different sounds. Children start to learn that the letters are paired up with certain sounds through various activities at school, and you can help your child practise when they read out loud to you at home.
Once children have learned to map sounds to letters, they need to learn to map the sounds to meaning or match the sounds to the words they know. They also need to build reading fluency. Fluency means reading accurately, smoothly and with expression. As a child gains fluency, they read more naturally, faster and more easily.
Most children begin home reading programs in Grade 1 and continue with home reading into grades 2 and 3. Below are some suggestions for nurturing and building a positive home reading experience.
Try to set aside at least 15 minutes a day for reading time.
Consider the factors that set reading up for success in your home. For example: What times of day might work best for your child to do their home reading with you? Where do they most like to read, on the couch or in their bed?
Practise reading books that are simple and easy for your child to repeat. If your child cannot get through the book, the level may be too advanced.
Point out periods and commas where your child should pause, and talk about using different voices. Point out different kinds of expressions. For example, if the character in the story said “STOP IT,” you could explain to your child that they could use a louder voice.
Indulge and support your child’s love of certain stories. The best way for children to become fluent readers on their own is through practice, and repeating beloved stories is one way to encourage practice.
Continue to read to your child. When parents read, children can listen and enjoy books that they wouldn’t be able to read yet. This helps build their vocabulary and enjoyment.
Check your child’s understanding of the book. You can help your child by asking questions before, during and after reading. Your questions create opportunities for conversation. You might ask questions like:
“Why do you think the children snuck downstairs?”
“Does this story remind you of anything we have done?”
“Leaped is an interesting word. What does that mean? Do you know another word we could have used there?”
Then you could mention jumped, hopped or skipped.
Some children will learn to read more quickly than others, but all children need practice to become skilled readers. A consistent home reading program can start children on the path to literacy and all of its benefits.
Lorraine Reggin, PhD student, Cognitive Psychology, University of Calgary; Penny Pexman, Professor of Psychology, University of Calgary; Sheri Madigan, Assistant Professor, Canada Research Chair in Determinants of Child Development, Owerko Centre at the Alberta Children’s Hospital Research Institute, University of Calgary, and Susan Graham, Professor and Director, Owerko Centre, University of Calgary
Not every child is a bookworm, but research shows that developing a love of reading early in life can provide many benefits. From a positive impact on academic achievement, increased general knowledge, vocabulary growth, improved writing ability, and helping children to develop empathy, it’s clear reading can play an important role in a child’s development.
It has also been argued that on top of providing pleasure, reading literature helps children to cultivate an imagination. And an overview of several studies on reading for pleasure suggests that it may also be a way to combat social exclusion and raise educational standards.
Some teachers believe that parents should be more active in supporting their child’s reading. This is understandable as studies on successful literacy achievement often feature either support from a parent or a teacher – indicating how both can help children to develop a love for reading.
But while it’s important that parents and teachers become actively involved in helping children to read more, my research reveals there are some things parents and teachers may do that actually put children off reading.
In my research with children between the ages of nine and 12, I explored the extent to which they read for pleasure and the different factors that affected their reading engagement.
Things such as parents or teachers selecting the books the children read in their leisure time, or parents not allowing the children to read their preferred books were shown to have a negative impact on children’s reading engagement. As were parents or teachers forcing children to read and parents insisting that children read books to the end.
Some of the children in my study complained that their parents always selected the books they read in their leisure time and that the parents’ selections were not always books that the children liked. A little boy described the books his father selected for him to read at home as “hard books” and could only recall one occasion when he had enjoyed reading the book his father selected.
There were also complaints by other children that their teachers selected the books they read during the reading period at school, and that usually, they did not like the books and often did not read them.
Some children also complained that their parents did not allow them to read the books they had an interest in. For instance, one boy said that he liked Enid Blyton books, but his father did not allow him to read these. A girl complained that her father stopped her from reading Diary of a Wimpy Kid books because “they don’t teach anything”.
A few children complained of either being forced to read when they would rather not read, or being forced to complete a book they had lost interest in.
So, as important as reading is for a child’s development, my research shows why children must be allowed to exercise their right to not read or stop reading at anytime – as to do otherwise is likely to put them off reading altogether.
From my interviews with the children, I also discovered that it was common practice for teachers and parents to ask children questions about the books they read and that reading aloud done by teachers at school was usually accompanied by questions. While this might seem like a useful learning technique, it’s not one that goes down well with the kids.
All the children I spoke with said they did not like being asked questions after reading – and that it took away the fun from reading. One boy said that knowing he would be asked questions about the reading “kind of makes me feel like they’re going to give us an exam or a test afterwards”.
As the findings from my study show, when it comes to books, it’s important to respect your child’s preferences – even if they do not meet your expectations. Indeed, there is evidence to show that children best enjoy reading books they self-select – and doing otherwise may reduce the potential for pleasurable engagement in reading.
So given this, both parents and teachers would do well to remember that sometimes children just want to curl up with a good book, of their choice, and simply enjoy the process of reading for what it is.
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