The link below is to an article that reports on children preferring printed books.
The link below is to an article that takes a look at book-based birthday parties for kids.
With Batman turning 80 this year, the link below is to an article that takes a look at the best Batman books for kids.
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The link below is to an article that takes a look at how to read aloud to children.
For book lovers, reading to their children may seem obvious. Why would they not want to pass on their love of literature? However, researchers have shown there are more benefits for both adult and child that come with reading than just building a bond – particularly when it comes to education.
A lot of research has been done into the effects of children engaging with literacy related activities at home. Much of this focuses on the early years, and how the literacy environment helps to develop emergent literacy skills. Shared book reading early on stimulates language and reading development, for example.
But the home literacy environment doesn’t stop being important once children have learnt to read. The opportunities that a child has to read at the home, and parental beliefs and behaviours, continue to impact on children’s reading throughout the school years. Here are just five ways that reading with your child can help their general education.
1. It opens up new worlds
Reading together as a family can instil a love of books from an early age. By taking the time to turn the pages together, adults can help children see that reading is something to enjoy and not a chore. Some schoolchildren read because they like it but others do it because they will be rewarded – with stickers in a school reading diary for example. Those children who read because they enjoy it read more books, and read more widely too. So giving your child a love of books helps expand their horizons.
2. It can build confidence
Children judge their own ability to read from observing their classroom peers, and from conversations with parents and teachers. When sharing a book, and giving positive feedback, parents can help children develop what is known as self-efficacy – a perceived ability to complete the specific activity at hand. Self-efficacy has been shown to be important for word reading. Children who think they cannot read will be less inclined to try, but by using targeted praise while reading together, parents can help children develop belief in their own skills.
3. It can build positive reading attitudes
Studies have shown that the more opportunities a child has to engage with literacy based activities at home, the more positive their reading attitudes tend to be. Children are more likely to read in their leisure time if there is another member of the family that reads, creating a reading community the child feels they belong to. Parental beliefs and actions are related to children’s own motivations to read, though of course it is likely that this relationship is bidirectional –- parents are more likely to suggest reading activities if they know that their child has enjoyed them in the past.
4. It expands their language
When reading a book together, children are exposed to a wide range of language. In the early stages of literacy development this is extremely important. Good language development is the foundation to literacy development after all, and increased language exposure is one of the fundamental benefits of shared book reading.
Shared book reading early on can have a long-term benefit by increasing vocabulary skills. And if they encounter a word they don’t understand, they have a grown up on hand to explain it to them in a way that makes sense to them. When children are taught to read while sharing a book, it can improve alphabet knowledge, decoding skills, spelling, and other book-related knowledge (such as how to actually read a book). Doing something as simple as sounding out the letters of a word they do not understand can vastly improve a child’s skills.
5. It can help their speech and language awareness
Formal shared reading can also involve the use of intonation, rhythm and pauses to model what is known as prosody. This is not a skill that is directly taught, but by simply pausing when needed or changing the tone of your voice can help children develop fluency when reading aloud. This is one of the reasons that shared book reading is not just for pre-schoolers. Demonstrating what is involved in reading complex text aloud fluently is very valuable for children of all ages.
You don’t need a lot of money, or even hours of spare time to read with children. Even small efforts can have big benefits. Nor does it have to be just at bedtime. Sharing a book, a magazine or a comic can take place any time of the day.
The most important thing to remember is to have fun. Interest in reading emerges from enjoying it with a parent. If you’re interested and make an effort, it can have a huge impact on a child’s engagement with reading.
Words are powerful, and a rich vocabulary can provide young people with significant advantages. Successful vocabulary development is associated with better vocational, academic and health outcomes.
When parents read books aloud to their children from an early age, this offers notable advantages for children’s vocabulary development. This gives them a broader range of possible word choices.
Research also suggests children who don’t have the opportunity for shared reading are comparatively disadvantaged. If we want our children to be able to draw on a rich vocabulary to express themselves clearly, we need to read to them. Developing a child’s vocabulary is a valuable investment in their future.
Benefits of reading aloud
In the very early years, spoken vocabularies have been associated with higher achievement in reading and maths, and better ability to regulate behaviour. Vocabulary is also linked to success in reading comprehension and related word recognition skills.
Much of a child’s vocabulary is acquired through daily conversations. Shared reading aloud can provide a valuable additional source of new words children can use to power their expression. Research suggests the text of picture books offers access to more diverse vocabulary than child-directed conversations.
At some point, most of us have experienced the frustration of searching for an elusive word that is essential to clearly communicate an idea or a need. When children speak or write, they draw on their vocabulary to make word selections that will optimise the clarity and accuracy of their expression.
Beyond vocabulary, reading aloud offers numerous additional benefits for children. Reading aloud may support students to develop sustained attention, strong listening skills, and enhanced cognitive development.
Recent research also suggests children who are read to from an early age may be less likely to experience hyperactivity. Children who are at risk of reading difficulties may particularly benefit from being read to. Children who are learning English as an additional language may experience better reading comprehension when they are read to in English.
Reading aloud with your child is also valuable parent-child time. It can strengthen the parent-child relationship and foster reading engagement, which is essential if we want our children to enjoy the benefits of being a life-long reader.
How can I optimise vocabulary growth for my child?
Vocabulary development can be improved through explicit teaching techniques such as providing definitions for new words. For example, while reading to your child, when you encounter a new word you may pause and ask the child what they think it means.
If they’re unsure, you can then read a little further along so the word is encountered in a context that can give valuable clues about meaning. If the meaning is still unclear, you can provide a definition for your child so you can move on.
A recent study found approaches that involve pointing, providing definitions, and asking some questions as you read together can be good for vocabulary building.
Recent research found nearly identical gains in vocabulary where children were read to either using explicit techniques (such as pointing and giving definitions) or a more engaging storytelling approach. In the storytelling approach, the adult reading to the child added contextual information, which made the child more interested and engaged in the story.
Children will also benefit from hearing the same story a number of times. It’s also a good idea to use some of the new language in subsequent conversation if possible. This can increase exposure and strengthen retention of new words.
What if I don’t have a book?
We may not always have a book at hand. In these cases, you can draw on your creativity and tell a story, which can also benefit vocabulary.
While there is limited research in this area, one study compared telling a child a story or reading them a story with a child reading silently to themselves. The study found all three groups of children learned new words. But telling a story and reading a story to a child offered superior gains in vocabulary.
Beating the barriers
Research suggests that children may be aware of the benefits of listening to books read aloud. This awareness can be a source of regret for the child when reading aloud at home ends, but they still enjoy shared reading. Children may continue to enjoy and benefit from being read to beyond the early years. You should keep reading with your children as long as they let you.
By far, the biggest barrier raised by parents to reading aloud to their children was the formidable barrier of time. If reading aloud becomes a routine part of family life, like dinner and bedtime, this barrier may be overcome as the practice becomes an everyday event.
Due to diverse issues faced in homes and families, not all parents will be able to read their child a book, or tell them a story. This is why it’s still so important for schools to provide opportunities for students to regularly listen to engaging and culturally diverse books.
But reading aloud is not a typical daily classroom practice. We should increase the number of opportunities children have to hear stories both at home and in schools so children can experience the many benefits of a rich and varied vocabulary.
The link below is to an article that takes a look at how to introduce children to books and getting them into reading.
For more visit:
The link below is to an article with some suggestions on a ‘Goodreads’ for kids.
The love of reading is one of the greatest gifts an adult can give to a child. Pragmatically, reading proficiently helps with school work. But it also widens children’s horizons. It can help readers to understand their own world better, and to explore other worlds.
Parents often see reading as “school business” – something that teachers are responsible for. But there’s a lot of research that shows the value of reading at home and in the community. Children who read at home with parents or caregivers have an educational advantage that lasts their whole lives. In fact, reading to children helps them develop the language and literacy skills they need to begin formal literacy instruction.
Parents, as their children’s first and most important teachers, can make reading fun and inspire a lifelong love of reading. If parents themselves cannot read, others such as older siblings, friends and relatives can play this role.
Here, based on our own research studies about reading and drawing from the work being done by organisations dedicated to literacy, are some ideas to get kids reading for fun.
Reading as play
Children can have fun with reading even before they can read themselves. Reading feeds their fertile imaginations and they do the rest. In one of our research studies, pre-schooler Shafeek* spontaneously dressed up and acted out a story that his mother had read to him. Ashwariya* played “school” by “reading” a story to her toys. Again, she could not yet read but used the pictures and her memory for her game.
These examples show that reading can be made fun by linking it to play – through acting out, drawing pictures, dressing up, creating objects, or many other creative activities. Sometimes children do this on their own. But parents and teachers can also provide guided play activities.
Reading routines are important at home. This could take the form of “bedtime story”, reading prayers or verses from a sacred book, or regular weekend reading. Young children often love to hear the same story again and again. This is important for their emergent literacy as they learn how stories work, and how to “read” backwards and forwards.
Children enjoy singing songs and rhymes and this is a fun activity for reading development too. These allow children to play with words and sounds which is the first step in developing their phonological awareness, an integral skill to develop for reading.
Children can have fun by joining in family reading activities. This could mean looking at advertisements and, even if they cannot yet read, identifying pictures of items. It could mean turning the pages of newspapers or magazines for a parent and learning how to hold a book the right way up. Family photo albums are also great for learning to “read” pictures and hear family stories. Children learn to respect and handle books by seeing their caregivers do so.
Above all, caregivers should read to their children as an activity that’s designed to make meaning with a focus on understanding.
One of the weaknesses of teaching reading at South African schools, for instance, is that it often does not focus on comprehension. Parents can make reading meaningful getting children to preview a text (look at the title, cover and pictures before they read) and guess what it will be about.
They can also ask questions as they read (“Why did she/he do that? Do you think it was the right thing? What do you think will happen next?”), link the story to children’s lives and experiences, and get them to make up their own endings.
Some older children enjoy keeping a “reading diary” of books they have read with their impressions. Reading can also be a prompt for writing their own stories. Creating and writing for a school newspaper or magazine can be great fun and can be adapted to suit the technology available in the school.
Reading their own texts
Reading is difficult but it can be made more accessible if children are presented with opportunities to develop their own texts to read. An example of this could be to write a story with the child and have them read it themselves. Such a text would consist of vocabulary familiar to the child and it would scaffold comprehension of reading. If children are involved in developing their own texts for reading, it becomes a personal and authentic experience based on their own interests and needs. Producing their own texts also gives children a sense of ownership that helps them to take responsibility for the process.
Finding the right stuff
While there is no shortage of children’s books in English, finding suitable reading material in African languages and about African contexts can be a problem.
Many public libraries stock such books. Nalibali has a great range of stories in South African languages. The Family Literacy Project has developed many wonderful ideas for developing reading, including box libraries, reading clubs and Umzali Nengane (Parent and Child) journals.
Paulo Freire, the great Brazilian educator, talked about “reading the word in order to read the world”. He showed how reading critically and creatively can help people change their lives and create a better world. Something so important should not be left to teachers alone.
*Not their real names.
In this confusing and often conflicted world, children’s author Gillian Cross has summed up what it is about reading fiction that is so important: “Good stories help us make sense of the world. They invite us to discover what it’s like being someone completely different.”
As the author of a children’s novel myself, I’m going to double down on this and say that if this is important for adults, it’s 100 times more important for children.
Children passionately want to understand what’s going on – and fiction is a potent way for them to do this. A study by education professor Maria Nikolajeva found that “reading fiction provides an excellent training for young people in developing and practising empathy and theory of mind, that is, understanding of how other people feel and think”.
In the wealth of recent fiction for children and young adults, here are ten powerful stories for young people, addressing some of the most important, and troubling, questions we face today.
1. The Bone Sparrow by Zana Fraillon (Orion)
Imagine being imprisoned for your whole life. Imagine growing up like Subhi.
The nine-year-old’s world ends at the diamond-shaped fence – the outer edge of the detention centre he is detained in with his Rohingya family in Australia.
Fraillon draws a vivid picture of life inside the fence – vulnerable people fleeing persecution, only to find – instead of the peace and sanctuary they so desperately need – indifference and hostility.
But Subhi finds hope in his friendship with an Australian girl from outside the fence. (Age: 11+)
2. The Big Lie by Julie Mayhew (Red Ink)
What if Germany had won World War II and the UK was now part of a Third German Reich? This is a coming-of-age story with a difference – 16-year-old Jessika is a talented ice-skater in a high-ranking REICH?family.
But her friendship with subversive, courageous and desirable Clem threatens everything: her family, her future, and her very life. This is a story that paints the dangers of totalitarianism in vivid language. (Age: 12+)
3. Boy 87 by Ele Fountain (Pushkin Press)
Fourteen-year-old Shif lives in a country that conscripts its children into the army. The country isn’t named, but may be in Africa. He wants to play chess with his best friend Bini and race him home from school. But the army comes calling and the two must flee.
Shif experiences at first hand the brutality of a totalitarian government, then the trauma of migration and trafficking. Despite this, the story manages to be hopeful. (Age: 12 +)
4. The Jungle by Pooja Puri (Ink Road)
Sixteen-year-old Mico is surviving his life in the Jungle refugee camp in Calais. Without anyone to look out for him, he must look out for himself, living on his wits and his luck. Using careful research, Puri shows us what life is like as a refugee, owning nothing, not even the clothes on your back or the blanket you sleep beneath.
She shows us the desperation and terrible lengths refugees will go to, to try to find a home. But when Mico meets Leila, we see, too, the hope – and the risk – that friendship brings. (Age: 12+)
5. After the Fire by Will Hill (Usborne)
Moonbeam has lost her mother and she only knows life inside The Fence – it’s a life controlled by cult leader Father John.
But one night a devastating fire burns that life to the ground – the buildings, the people, the leader are all gone and only Moonbeam and a handful of children survive. Moonbeam and the others must now discover the world beyond the fence.
Can she do this when Father John has told her to trust no one outside? Using the WACO siege as his source material, Hill explores the power of brainwashing and cult identity.
Moonbeam’s search is for a truth she can stand by now, and for the mother she thinks must be dead. (Age: 12+)
6. I Am Thunder by Muhammad Khan (Macmillan)
Written in the voice of its smart and self-deprecating heroine, British Muslim Pakistani teenager Muzna, this is both a coming-of-age novel and a thriller. Muzna navigates her life at home and at school, working out how to have her own identity and her own ambitions, not those imposed by her parents, religion, school or friends.
And, as her relationship with Arif develops, the story becomes a thriller, and the stakes become very high. (Age: 13+)
7. The Territory trilogy by Sarah Govett (Firefly Press)
What happens when the sea levels rise? Govett imagines a flooded world with dwindling resources and not enough dry land for everyone. Choices have to be made, about who stays on the dry territory, and who is banished beyond the fence, to the dreaded Wetlands. But when 15-year-old Noa finds herself beyond the fence, she discovers that not everything the adults have been telling her is true. (Age: 13+)
8. Night of the Party by Tracey Mathias (Scholastic)
Following Britain’s withdrawal from Europe, a far-right Nationalist party has come to power.
Only those born in Britain (or BB as they are known) are allowed to live legally – everyone born outside the country is subject to immediate arrest and deportation and failing to report illegals is a crime.
Mathias has set her thriller in a British dystopia that is more scarily plausible than ever.
The young protagonist Zara is an illegal living in this scary new Britain – and falling in love with Ash might be the most dangerous thing she could do. (Age: 13+)
9. Moonrise by Sarah Crossan (Bloomsbury)
It’s ten years since Joe saw his brother Ed – and now Ed is on death row, facing execution for the murder of a police officer. What do they know of each other now? Ed says he’s innocent of the murder, but everyone else believes he’s guilty.
Crossan’s verse novel explores a single summer, perhaps Ed’s last, as 17-year-old Joe struggles to understand what has been done to his brother – and to himself. (Age: 13+)
10. The New Neighbours by Sarah McIntyre (David Fickling Books)
The only picture book in the list, McIntyre’s delightfully illustrated story explores how intolerance and scaremongering can run like a mad fever through a community. When new neighbours move in to the tower block, hysteria builds quickly, until finally the other animals discover the truth about their newest neighbours. (Age: 2+)