2018 Reading Aloud: Children 's Attitudes toward being Read to at Home and at School

This article was such a great read, thank you Jannie van Hees.  Have attached some quotes

Reading aloud is associated with a range of literacy skills and cognitive benefits.
Reading to children in the early years has been linked to related language growth, emergent
literacy and reading achievement (Bus et al., 1995).

A recent analysis of 29 studies found
“significant, positive effects for read-aloud interventions on children’s language,
phonological awareness, print concepts, comprehension, and vocabulary outcomes”
suggesting that read-aloud interventions “provide children at-risk of reading difficulties with
higher literacy outcomes than children who do not participate in these interventions”
(Swanson et al. 2012, p. 13).

So as a team we may want to introduce D.E.A.R (drop everything and read), with a song or certain sound. Introduce this a daily item. All building learners capacity to and desire to read, increase the enjoyment and motivation. Create a love for reading by making it fun.  By introducing it through Stonefields language of our vision will help to 

Research suggests that that being read to leads to children’s
increased vocabulary (Beck, McKeown & Kucan, 2002), reading comprehension, and
cognitive skills (Kalb and van Ours (2014).

Comments

Post a Comment

Popular posts from this blog

My story this year...

My openness to facing the challenge of reducing barriers in reading. As part of my community of learning Teaching  inquiry goal I’ve been looking into what are the barriers in reading and identify what we can do to overcome these barriers. I work in an innovative learning environment, in a hub with 86 learners and 4 teachers. 12 of the learners have been below national standards in reading. This has allowed me to work intensely with learners who are below their chronological age group throughout the year. After looking at the huge range of challenges these learners are faced with, it’s given me a sense of urgency and motivation to build their learning capacity and cognitively engage these learners so they can make an accelerated shift in their achievement. We are a 1:1 Ipad hub, so students have the opportunity to become digitally literate and drive their learning. I’ve created rich tasks that specifically work on decoding, phonological awareness and comprehension depending o
Read more

'…reflective, critiquing…inspired and willing to be discomforted'.

Image
    Today I was inspired by Jannie van Hees who later thanked me for being ' …reflective, critiquing…inspired and willing to be discomforted'.  I began to think.. Why do we group our learners according to their colour level? Is that what is going to give us bang for buck ? Maori learners data from end of 2017 shows... How am I ensuring a balance between the digital world and hands on experiences to create a love for reading? The struggling reader, how do I open a new world of reading for them? Are learning spelling words helping learners to read? Are these words transferring in their writing?  Do I know my learner's knowledge about reading? wouldn't reading about learners breakthrough passions help to increase their vocabulary, knowledge and language? Link to this article So when I read this article I see some areas to work on: Organise reading challenges  "We challenged students to read one book, fiction or non-fiction, from a wide ran
Read more

Inquiry Summary - Burst and Bubbles 2022

Image
My child loves reading, but writing is so much harder for them. I can teach reading, but not writing. They are just not interested in writing  If they don’t know a word should I tell them or do I let them guess? Kia ora, Great to be back here to share my 2022 Inquiry. whānau voice is asking us to partner alongside to help them support their child in writing,  The data collected from earlier this year, EASTle, Overall Teacher Judgements, Gap Analysis in School Talk, Our school-wide data, and tracking attitude and confidence show there is a dip in progress and learners are not making the expected rate of shift or are below standard in writing. I saw this as an opportunity to strengthen relationships and educate whanau on how to help their child at home.  I led a parent writing workshop to upskill them on how we use the LP and to engage their child in writing. We unpacked writing samples to notice what is happening to their child. At Whānau day learners shared their writing success and ne
Read more