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Importance of written communication
Reading habits among students and their effect on student performance
Importance of written communication
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Every year, I have concerned first grade parents coming to me about their child’s reading performance. “They just are not as far along as their brother/sister was at this age”, “how do they compare to the other children”, “they don’t like reading at home and we aren’t sure what to do.” Parents will ask how they can help their child in reading; and it’s no wonder they are so concerned in this area as it is an essential part of their education and future well-being.
Here are some suggestions that teachers can give to those concerned parents and hopefully empower them to do more at home.
1. Can I Teach Them Too Young?
No, you can’t! The sooner you introduce your child to literature the better. Parents need to be reading to their children and introducing them to language and storytelling at a young age. This will boost
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Talk To Your Children
The average child’s vocabulary when he starts school is roughly 5000 words. This means that between the ages of one and five, children learn approximately 3.5 words every day! In order for this to happen, children need lots of exposure to language. It’s not just how much children hear, but also what they hear that matters. Use words that are unfamiliar to your child, this will grow their vocabulary bank and prepare them better for reading down the road.
3. Encourage Them to Write
Literacy is not just reading it includes writing too. Having books and magazines available for your child is a good idea, but it’s also helpful to have pencils, crayons, markers, and paper. Encourage your child to write the letters of the alphabet, numbers, notes or letters to somebody. Perhaps you could write a message to your child and they could try writing back to you.
4. Read To Your Child
Ya, ya, ya, we’ve heard that before. Yes, but it’s true! Kids who are read to have better school readiness skills, develop a love for school because they are confident there, they learn to love books and it creates bonding time between the parent and the
Literacy is most commonly understood as reading and writing. But before children can read and write, they need to learn about sound, words, language, books and stories (Raising Children, 2015). Children begin to develop and gain knowledge quite differently and with support and developmentally appropriate learning skills children will also come to understand the connection between letters and sounds. Literacy development or early literacy is the most essential in the first three years of life as it the earliest experience children have with language, sound and the positive interactions between child and adult. Vygotsky (1978) believed in how children developed, and the important role of adults in leading child’s early development. The interactions
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
As a teacher, you need to encourage all attempts at reading, writing, speaking, and allowing children to experience the different functions and use of literacy activity (The Access Center, n.d.). Moreover, it is crucial for educators to understand phonological awareness and phonics; know what constitutes good children’s literature and how to use it; know children who need additional assistance with beginning reading and writing (Cunningham et al, 2004 as cited in McLachlan et al, 2013, p. 112). Educators also need to plan effective activities to assist children experience reading aloud, listening to other children read aloud, listening to tape recordings, and videotapes so children have opportunities to integrate and extend their literacy knowledge (The Access Center, n.d.). Morrow (1990 as cited in The Access Center, n.d.) notes that classroom with greater teacher facilitation promote literacy behaviours, so it is educators’ role to provide literacy rich
Introducing literacy to children at a young age is important. The child may not be reading yet but they can gain a lot from being read to; such as directionality, the front of the book, picture word relations, and even how to turn the page. Most of the children in the kindergarten classroom I am observing in are learning to read. They have small groups daily and one small group is always a reading group where the teacher and the children all read the same book multiple times. This reinforces directionality, page turning, and letter and sound correspondence. As stated in the webinar it is also important for children to be exposed to routines. In the classroom I am observing in during morning meeting, some call it circle time, the children go over their schedule for the day. Going over their schedule for the day reinforces the predictability for their entire day and children need that to feel secure about their school day.
The fact that we wait so long to start to teach our children literacy is absurd. Teaching reading and writing should be done to all children in day care facilities, child development centers as well as head start programs and preschools. We cannot however just take the programs currently used in first grade classes and apply them to children in day cares and preschools. These would be developmentally inappropriate. (Strickland and Morrow 5) The program used for these younger learners must be based around “meaningful activities that involve reading and writing in a wide variety of ways.” The children should want to participate in the literate society that they are surrounded by everyday in their classroom, home and community. If this is accomplished there will automatically be a connection between literacy and experience, which is very beneficial to the learning process. Most importantly in the early childhood literacy curriculum that we apply the focus should always be on the child’s learning and not on the teaching. (6)
“Study says reading aloud to children, more than talking, builds literacy.” EdSource, www.edsource.org/2015/study-says-reading-aloud-to-children-more-than-talking-builds-literacy/82045. 3 Oct. 2017.
This gives a further implication that if children are made to read during age period, they would adopt it and continue the practice throughout their life. For this to happen, it is totally dependent on the parents to get their child read more and more during this age period. Reading out books to children is another great way to enhance the reading skills, this would develop the interest of the child for books and reading; which is quite a necessity for achieving a good level of reading skills (Armbruster, B. B., 2010). There is also a specific technique called ‘Speech therapy’. In this process, parents or any counsellor diagnoses the problem with the child.
Best way to read to your kids Many experts believe that reading to your child every day is one of the crucial things that a parent needs to do. Reading for kids could be a fun activity for both the parent and the child, giving them time to bond together and enjoy each other’s company. Reading to children could also help them understand the world of words from a very young age, and inculcate in them a love for stories very easily. First thing to keep in mind while reading to your kids should be that you should make it a part of every day and not a once in a blue moon thing. For reading to benefit the child, it has to be a part of the routine.
Children’s values, beliefs, attitudes, and self-concept are rooted in the home. In fact, it is in the home that language development begins. Parents should provide a warm and inviting atmosphere to engage children in reading. While parents read, they should nurse or cuddle the children. This engages in positive feelings and the children associate these happy thoughts with reading.