The opinion is divided amongst reading experts. Devotees of the synthetic phonics approach, such as Jolly Phonics by Sue Lloyd [Jolly Learning, 1995], may advocate teaching children the sounds (phonemes) necessary to analyze words, before allowing them to progress onto reading books. Others would argue that it is wrong to withhold books in this way and that young children should be exposed to as wide a range of literature as possible, in order to provide a rich and varied literary experience and lay the foundations for learning.
Phonic “reading scheme” books control the introduction of new words so that they gradually become more difficult, thereby progressing children’s reading skills. This has the advantage of ensuring a suitable pace of learning and providing texts which are at an appropriate ability level for individual readers. This in turn should build children’s confidence and allow them to practice and refine their developing skills.
Whilst reading schemes and linguistically undemanding texts have their place, there is also a need for balance, richness and diversity. Children exposed to a wide repertoire of interesting, good quality spoken and written texts, will experience a wealth of language forms, models and genres which will help them to make sense of print when they begin reading in earnest.
Examples of classic picture books for young children include The Very Hungry Caterpillar” by Eric Carle [Penguin Group USA, 1986], Elmer by David McKee [HarperCollins, 1989], We’re Going on a Bear Hunt by Michael Rosen [McElderry, 2003], Peace at Last by Jill Murphy [Campbell Blackie Books, 2000] and The Tiger Who Came to Tea by Judith Kerr [Candlewick, 2009].
These kinds of books have engaging illustrations that link closely with the text (thereby supporting the meaning), beautifully written, language-rich stories, plenty of imaginative interest and opportunities for the reader to join in through prediction and repetition.
It can, therefore, be argued that a balanced approach to reading is beneficial – one which supports the systematic introduction of key sounds and words, but which also provides diverse, language-rich learning opportunities. Perhaps the most important criteria of all, however, is an approach that encourages an enduring love of reading which will provide a source of pleasure well beyond the young child’s first few years in school.
Love of Reading
Children developing early reading skills need to feel like “readers”, even before they can read in the traditional sense of the word. Confidence, motivation and a genuine love of reading are crucial factors that will support the learning process and help create lifelong readers. In keeping with this, it could be argued that children should be allowed to read what they want to read (within reason): texts that engage, challenge, inspire, surprise and move the reader.Phonic “reading scheme” books control the introduction of new words so that they gradually become more difficult, thereby progressing children’s reading skills. This has the advantage of ensuring a suitable pace of learning and providing texts which are at an appropriate ability level for individual readers. This in turn should build children’s confidence and allow them to practice and refine their developing skills.
Reading Schemes or “Real Books”?
However, one of the criticisms of reading schemes (from advocates of “real” books) has been their prescriptive, artificially contrived style of language. It is questionable whether spontaneity and beautifully crafted stories should be sacrificed in the quest for phonetically obliging words that can easily be “sounded out”.Whilst reading schemes and linguistically undemanding texts have their place, there is also a need for balance, richness and diversity. Children exposed to a wide repertoire of interesting, good quality spoken and written texts, will experience a wealth of language forms, models and genres which will help them to make sense of print when they begin reading in earnest.
Print in the Everyday World
Reading essentially involves word recognition, decoding print and establishing meaning. Children learn to recognize the shapes of words and letters, know what these symbols represent and become able to break words into their parts (looking for spelling patterns and sounding-out the phonemes). To this end, reading can start with simple activities involving environmental print, such as noticing shop signs, food wrappers and name tags. This would support one of the Early Learning Goals for reading in the Early Years Foundation Stage curriculum (EYFS):Reading
Read a range of familiar and common words; Know that print carries meaning and, in English, is read from left to right and top to bottom. (DfES, Practice Guidance, 2007, p 56.)Home Readers
Schools invariably send home reading books for children to practise with parents and other family members. This provides a valuable opportunity to consolidate skills learnt in the classroom. Most children will not need parents to go to the expense of buying books to match (or supplement) the school’s reading scheme in order to boost their reading. Certainly, in terms of value for money and longevity, children are likely to get more entertainment and reading pleasure from a good quality children’s book by a renowned children’s author.Examples of classic picture books for young children include The Very Hungry Caterpillar” by Eric Carle [Penguin Group USA, 1986], Elmer by David McKee [HarperCollins, 1989], We’re Going on a Bear Hunt by Michael Rosen [McElderry, 2003], Peace at Last by Jill Murphy [Campbell Blackie Books, 2000] and The Tiger Who Came to Tea by Judith Kerr [Candlewick, 2009].
These kinds of books have engaging illustrations that link closely with the text (thereby supporting the meaning), beautifully written, language-rich stories, plenty of imaginative interest and opportunities for the reader to join in through prediction and repetition.
Tell Stories and Read to Beginning Readers
Children need to hear language in order to learn it, so it is also important for beginner readers to have stories told and read to them. This includes genres such as traditional tales, fiction, non-fiction and patterned texts such as nonsense verses and rhymes. Traditional tales are particularly good for helping children understand key elements of stories such as characters and sequence of events (another reading goal in the EYFS). Rhyming texts reinforce the sound and spelling patterns within words, which in turn help children’s own spelling development.It can, therefore, be argued that a balanced approach to reading is beneficial – one which supports the systematic introduction of key sounds and words, but which also provides diverse, language-rich learning opportunities. Perhaps the most important criteria of all, however, is an approach that encourages an enduring love of reading which will provide a source of pleasure well beyond the young child’s first few years in school.
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