Early Literacy: Nurturing Happy Little Readers

Lynn Chua

Nelly Fredolin

Programme Outline

• Benefits of Early Reading

• 6 Pre-reading Skills and 5

Early Literacy Practices

• Choosing age-appropriate

books

• Cultivating child’s interest in

Mother Tongue Languages

• Activities to Promote Reading

Why READ?

Brain research has revealed that the early years

of life are more critical to a child’s development

Children’s brains are only 25% developed at birth

When a baby is fed, cuddled, played with, talked

to, sung to and read to. The other 75% of its brain

begins to develop

The more stimulation the baby has through its

senses of touch, taste, smell, sight and hearing,

the more rapidly that development will occur

Benefits of Early Reading

Helps children learn from ‘listening’ and build the foundation of learning languages

Develops a sense of security which enhances the caregiver’s and child’s relationship

Helps expand children’s vocabulary so that children feel more confident to talk

Broadens the horizon of children and enrich their everyday experiences

When to Begin?

The earlier…the better!

Reading from early infancy teaches a child to

recognize the sounds and rhythm of languages

Reading books is comforting and fun

Reading is a great way for fathers, grandparents

and older siblings to bond with the baby

Studies show that children who are routinely read

to from a young age develop improved language

skills and increased interest in reading, which

helps improve their readiness for school

What the Experts say about Early Reading

"As President of the American

Academy of Pediatrics, I can tell you

that pediatricians are acutely aware of

the role reading plays in infant brain

and child development. We strongly

recommend daily reading to children

from six months of age."

Dr. Robert E. Hannemann,

President, American Academy of

Pediatrics 1996-97.

"If books are part of loving parent-child

interactions from an early age, children will

associate the presence of books with all of

the positive feelings of being held and

loved. Undoubtedly, these associations are

encoded in a profound way in a child's

developing brain. Picture books provide an

ideal context for parent-child interactions

that are loving and stimulating."

Dr. Robert Needlman, Division of

Behavioral Pediatrics & Psychology,

Rainbow Babies' and Children's

Hospital, Cleveland, Ohio

"Growing up without books is growing up deprived and with a deprivation that

puts one at risk for failure...If we want our children to grow up reading, we

have to do everything possible, and we have to do it as early as possible."

Dr. Perri Klass, Medical Director, Reach Out and Read, Boston Medical

Center & Assistant Professor of Pediatrics, Boston University School of

Medicine.

* Every Child Ready to Read (Public Library Association and Association for Library Service to Children)

Le

tter

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Pri

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Motivation

Pri

nt A

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Pho

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log

ical A

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Vocab

ula

ry

Na

rrative S

kill

s

Talking Singing

Reading

Writing Playing

FLUENT READING

The Building Blocks of Early Literacy

* The pre-reading

skills are supported by

5 practices

The 6 Early Literacy Skills

6 Early Literacy

Skills

Narrative Skills

Letter Knowledge

Print Awareness

Phonological Awareness

Vocabulary

• What children know about reading and writing BEFORE they learn to Read and Write

The 6 Early Literacy Skill

• What children know about reading and writing BEFORE they learn to Read and Write

6 Early Literacy Skills

Narrative Skills The ability to describe things and

events and the ability to tell stories

Letter Knowledge Knowing letters are different from

each other, that the same letter can

look different and that each letter has

a name and relates to specific sounds

Print Awareness Knowing that print has meaning,

knowing how to handle a books and

recognizing print in the environment

The 6 Early Literacy Skill • What children know about reading and writing BEFORE

they learn to Read and Write

6 Early Literacy Skills

Phonological Awareness The ability to hear and play with the

smaller sounds in words

Print Motivation The joy of, and interest in, reading

books

Vocabulary Knowing the names of things,

understanding the meaning of words

Ways to help your child… Playing

Share books that incorporate play elements and

makes reading more interactive and fun!

It is important to keep the experience of reading fun

and positive so that the child will want to learn to read

(Print Motivation)

Dramatize a story with your child.

When children act stories they know, either as a play

or with props or puppets, they practice sequencing

events

Putting events in sequence and understanding how

stories work are both skills that help children

understand the new stories that they read (Narrative

Skills)

Ways to help your child… Playing

Make use of puzzles, dough, sorting and

matching games to help children explore

shapes and letter forms (Letter Knowledge)

Design your very own family game with your

child. Encourage the child to talk about the

game and discuss rules to the game

(Vocabulary). Have fun making rules cards!

(Print Awareness)

Ways to help your child…

Play a sing-along alphabet game with your child.

E.g. Sing to the tune “London Bridge”:

“Find something that you know, that you know,

that you know. Find something that you know,

that begins with letter B” (Letter Knowledge,

Vocabulary, Phonological Awareness)

Introduce story-song like songs!

Mother Goose and other classic childhood

songs are little stories, and listening to them

helps children learn about story structure and

sequencing (Narrative Skills)

Singing

Ways to help your child…

Read or sing Rebus Rhymes (Vocabulary,

Print Awareness)

Singing

Singing Mmm Ahh Went The Little Green Frog

Mmm ahh went the little green frog one day.

Mmm ahh went the little green frog.

Mmm ahh went the little green frog one day.

And they all went mmm, mmm, ahh.

But...

We know frogs go (clap) shanananana.

(clap) shanananana. (clap) shanananana.

We know frogs go (clap) shanananana.

They don't go mmm, mmm, ahh.

Bloop, bloop went the little blue fish one day.

Bloop, bloop went the little blue fish.

Bloop, bloop went the little blue fish one day.

And they all went bloop, bloop, bloop.

But..

We know fish go (kiss) kissy, kissy kiss.

(kiss) kissy, kissy kiss. (kiss) kissy, kissy kiss.

We know fish go (kiss) kissy, kissy kiss.

They don't go bloop, bloop, bloop.

Ways to help your child…

Select books on topics/themes your child enjoys.

When at the library, select the books you want

your child to read and get your child to sort them

into 3 groups: “Books I like”, “Books I can try”

and “Books I do not like”. Borrow books from the

first two groups (Print Motivation)

Ask questions as you are reading to your child.

Get your child to pretend to be a character from

the story that you are reading together

(Narrative Skills, Vocabulary)

Reading

Ways to help your child…

Point out the letters and words on road signs

shop windows, maps, emails, lists, menus,

labels, toys and nametags.

Helps children become attuned to noticing

the print all around them and to see and

recognize individual letters (Print

Awareness, Vocabulary, Letter Knowledge)

Reading

Ways to help your child… Practice dialogic reading (Narrative Skills, Vocabulary,

Print Awareness, Letter Knowledge, Print Motivation).

Talk to your child as you are reading to him/ her.

Before starting: Get your child to describe the cover

of the book and guess what the story is about. Read

the names of the author and the illustrator. Ask what

they do. Point out big letters on the cover.

While reading: ask “What Questions”

Ask open ended questions or general questions to

encourage child to say more, e.g. “What do you see

on this page” “What’s going on here?” “What else

do you see?”

Follow answers with another question

Expand what your child says e.g. add another piece

of information

Before ending: Let the child guess the ending!

Talking

Ways to help your child…

Trace the formation of individual letters in the

air and encourage your child to do this with

you (Letter Knowledge)

Encourage the children draw pictures, then

tell the stories that the pictures represent

(Narrative Skills)

Let your child sees you writing – letter, lists,

diaries (Print Awareness)

Write a note, postcard or letter to a book

character with your child. This helps to

connect the child to print and get them

excited in books (Print Motivation)

Writing

5 Practices and The 6 Early Literacy Skills (Summary) 5 Practices 6 Early Literacy Skills

(Examples)

How

Talk Narrative Skills

Vocabulary

Print Awareness

Letter Knowledge

Talking helps children learn

oral language and develop

vocabulary and narrative skills

which are important for later

reading

Sing Phonological Awareness

Narrative Skills

Vocabulary

Letter Knowledge

Print Awareness

Singing and rhyming helps

children to become more

aware of the sounds in words,

which translates to decoding

skills

Write and

Read

Print Awareness

Print Motivation

Phonological Awareness

Narrative Skills

Vocabulary

Letter Knowledge

Writing goes hand in hand

with reading to help children

learn that letters and words

stand for sounds and that

print has meaning

5 Practices and The 6 Early Literacy Skills (Summary)

5 Practices Support 6 Early Literacy

(Examples)

How

Play Letter Knowledge

Print Motivation

Print Awareness

Vocabulary

Phonological Awareness

Narrative Skills

Playing is one of the key ways

that children learn about their

world. Play increases

knowledge, which means that

children will be more likely to

understand stories whether

they are being read to or

reading themselves

What Early Literacy is all about By Parents & Educators For Children

By Parents & Teachers

• 5 Practices • Playing. Talking. Singing. Reading.

Writing.

For Children

• 6 Pre-Reading Skills • Phonological Awareness. Print Motivation.

Print Awareness. Narrative Skills. Letter Knowledge. Vocabulary.

Age Choice of books

Birth – 1 year • High contrast black and white books

to help your baby to focus his eyes

• Brightly colored, high contrast books

• Wordless or books with single words

and clear, vivid pictures

• Touch and feel books

Choice Of Books

All rig

hts

reserv

ed

Fre

deric

k W

arn

e, c

2012

All rig

hts

reserv

ed

DK

Pub., c

2010

All rig

hts

reserv

ed

Dorlin

g K

inders

ley, 2

003

All rig

hts

reserv

ed

Gre

enw

illow

Books, c

1994

All rig

hts

reserv

ed

Am

azin

g B

aby, 2

011

All rig

hts

reserv

ed

Dorlin

g K

inders

ley, c

2009

Suggested Books

Choice Of Books

Age Choice of books

1 – 2 years • Earlier books still apply

• Simple, repetitive story lines and

pictures

• Touch & feel books

• Books that pose questions

Where’s that duck?

By Dan Crisp

JP CRI-[BA]

Where is baby’s belly

button?

By Karen Katz

JP KAT-[BA]

Brown bear, brown

bear, what do you see?

By Bill Martin Jr

JP MAR-[BA]

All rights reserved

Puffin, 2007

All rights reserved

Little Simon, c2000

All rights reserved

Campbell Books, 2005

Suggested Books

Choice Of Books

Age Choice of books

2 – 3 years • Interactive books, i.e. lift the flap, pull

a tab, scratch & sniff

• Books in series, i.e. Bob the Builder,

Thomas the tank engine, etc

• Enjoy stories told in short simple

sentences

Dear Zoo

By Rod Campbell

JP CAM-[BA]

Spot bakes a cake

By Eric Hill

JP HIL-[BA]

Peepo paw prints

By Melanie Mitchell

JP MIT-[BA]

All rights reserved

Bloomsbury, 2008

All rights reserved

Frederick Warne, 2009

All rights reserved

Campbell, 2001

Suggested Books

Choice Of Books

Age Choice of books

3 – 4 years • Use a variety of books, i.e. books about

real life situations, books with toys/

animals, classic stories, non fiction.

• Simple stories that can be dramatized

• Stories that include families, interesting

characters and predictable outcomes

We’re going on a bear hunt

By Michael Rosen

JP ROS-[BA] It’s lovely when you smile

By Sam McBratney

JP MAC

All rights reserved

Simon & Schuster Children's Publishing, 2009, c1989

All rights reserved

Puffin, 2005

Suggested Books

Choice Of Books

Age Choice of books

4 – 5 years • Stories with more plot and character

developments

• Stories that explore basic concepts &

emotions e.g. anger, fear, love

Age Choice of books

5 – 6 years • Simple story lines, fast action,

suspension and happy endings

• Wide range of themes e.g.

adventures, fairy tales, and stories

with fully developed characters

• Information books, stories about

everyday things and experiences and

humour

Choice Of Books

Age • Right book for the right child

• Difficulty level

Length • Amount of text should be appropriate to the age

development of the child

Themes • Right book for the right child

• Positive experiences

*Character building example overcoming fear, adjusting

to new siblings, importance of friendship

Illustrations • Avoid stereotyping

* Illustrations are accurate to the plot, characters and

setting. Pictures must support the text

General Guidelines in Selecting Books

Choosing Age-Appropriate Books

From birth to one

year

• Books with rhymes and songs

• Use board/plastic/cloth with bright colours

• Simple and clear pictures

1-3 years old • Simple and repetitive story lines and

pictures

• Continue to use nursery rhymes / action

songs that includes movement of body

parts

• Introduce simple concepts (numbers, sizes)

• Use toy books (pop up books)

Pre-schoolers 4-6

years old

• Picture books that illustrates concepts,

repetitive phrases

• Books that tackle everyday experiences

(making friends, going to school, going to

the doctor)

Source: Straits Times, 3 September 2014

Cultivating Children’s Interest in Reading Mother Tongue (MTL) Books

Start Early!

Read to your child in English and your mother tongue daily

Reading MTL books to your child daily will cultivate a familiarity

and love for the language

Selecting right books based on:

- Child’s age

- Child’s gender

- Child’s interests

- Level of reading proficiency in MTL

- Stories with positive elements

Parents as role model. Parents should also enjoy MTL books

they are reading so that the enjoyment is passed on the child to

nurture their interest in this activity

Choose shorter stories - Easier reads for children

Encourage activities that require reading in the MTL – for

example reading a recipe from a cookery book

Extend the child’s positive reading experiences

Other formats such as MTL magazines, CDs, DVDs to spur

children’s interest in the language. May also explore comics which

are often lively with interesting illustrations that bring the text alive.

Helps to ease children’s transition into reading MTL books .

Books in bilingualism format - The English text can help to clarify

the meaning of more difficult MTL words. One of the obstacles

children face may be the inability to read in MTL.

Cultivating Children’s Interest in Reading Mother Tongue (MTL) Books

Activities To Promote Reading

Make a zig-zag book

Materials: Paper, Markers

Activities To Promote Reading

Plasticine word

formation.

Activities To Promote Reading

Alphabet /

Word Fishing

Game

Activities To Promote Reading

Word Hunt

When?

What?

How?

As you go through

daily activities

5

Simple

Practices

In summary…

Take every opportunity you can to …

• Talk

• Sing

• Read • Write

• Play…

… with your child

Other things you can do to help your child catch the Reading Bug

1. Be a role model: READ

2. Create opportunities to read (with them):

• Start early

• Do it regularly

3. Make books easily available: visit the library

4. Praise the effort, not the attribute

• “You must have put in a lot of effort / hardwork”

rather than “You are so clever”

5. If you must give reading rewards, give a book

Books

Title Author Call no

Hugs and Kisses Roberta Grobel Intrater JP INT

Splash Roberta Grobel Intrater JP INT

Where is Baby’s

Mommy?

Karen Katz JP KAT

What IS That? Tana Hoban JP HOB

Baby Food Margaret Miller JP MIL

Black and White Phyllis Limbacher Tildes JP 591.3 TIl

Where’s that Duck Dan Crisp JP CRI

Zoo’s Who? JP 590 TAL

[BA]

Mom and Dad are

palindromes

Mark Shulman JP SHU

Books

Title Author Call no

Mommy’s Briefcase Alice Low JP LOW

Where’s Spot? Eric Hill JP HIL

Rosie’s Walk Pat Hutchins JP HUT

Brown Bear, Brown

Bear, What Do you

See?

Bill Martin / Eric Carle JP 428.6

Peek-a-Pet! Marie Torres Cimarusti JP CIM

Chicka chicka Boom

Boom

Bill Martin Jr JP MAR

Where Is my Baby? Harriet Ziefert and Simms

Taback

JP ZIE

Dexter Gets Dressed Ken Wilson-Max JP WIL

Books

Title Author Call no

Spot series Eric Hill JP HIL

Silly Suzy Goose Petr Horacek JP HOR

If I wrote a book about

you

Stephany Aulenback JP AUL

Monsters Love Colors Mike Austin JP AUS

Peace, Baby! Linda Ashman JP ASH

The End (Almost) Jim Benton JP BEN

All of Me! Molly Bang JP BAN

When I was King Linda Ashman JP ASH

Potty! Mylo Freeman JP FRE

I wish I could…READ! Tiziana Bendall-Brunello JP BEN

Books

Title Author Call no

Spells Emily Gravett JP GRA

123 Versus

ABC

Mike Boldt JP BOL

I am an Artist Marta Altes JP ALT

Bilingual Books Language

Ellie’s My

Secret Diary

Henriette

Barkow

Sarah Garson

JP BAR Tamil & English

The Monkey

who lost his tail

JP VAL Tamil & English

The Deer and

the Gardener

JP MAN Tamil & English

Books

Bilingual Books Language

Meja Makan Adil

(Adil’s Dining Table)

Rilla Melati

Bahri

JP RIL Malay &

English

Waktu Makan!

(Makan Time!)

Sharon Ismail JP ISM Malay &

English

The trouble with

mum

JP COL Chinese &

English

The Dark, dark

night

JP BUT Chinese &

English

I give you my heart JP DAH Chinese &

English

Mr Wold and the

enormous turnip

JP FEA Chinese &

English

Read… and Discover