Reading Books and Learning New Words
At around two years of age, a toddler can begin to appreciate a story. This allows discussions about the book to occur and also allows toddlers to learn new words. Toddlers begin to understand the meaning of new words from hearing them used in context.
Non-fiction books
Non-fiction (information) books give children a definition, examples and explanations of a certain topic rather than a storyline to follow. Non-fiction books are more likely to result in questions and a conversation between adults and children as it inspires children to associate the words used with situations they have encountered already.
Predictable books
Predictable books allow children to be the reader. These books also allow children to see their progress in reading. While some of these books should be available to children in your centre, books with language explanations should also be present. These books allow children to grasp the meaning of words in texts.
An equal balance of predictable and non-fiction books should be read to children to allow them to practice language skills but also enjoy the role as readers.
Learning New Words in Story Books
Pictures in books can be used as representations of the words on the page. Children can identify the picture with the word and thus become to understand what the word is.
When reading to children, point at relevant pictures when saying the words. For example, if a sentence read, “Claire is helping her mummy pack for the beach. They need to take towels, toys, an umbrella and sunscreen.” and there were pictures of those things, point to each picture as you are reading the word instead of stopping after to point out each thing.
After reading the book
After reading the book, go back and explain specific pages. Using the above example, a teacher could say “Claire’s Mummy would have wanted to take an umbrella and sunscreen to the beach so they didn’t get sunburnt.”
When reading a book for the first time, only explain a few new words at a time so the children aren’t overloaded with information. Pick the words that are the most important to the children understanding the storyline. Explain a few new words each time you read the book to allow children to absorb the information.
Listening to Stories and Language Development
Children who have been read to during their earlier years develop a better understanding of language than children who haven’t been read to.
A stronger language development from being read too often comes about from simply talking about the stories afterwards.
In order to maximise a child’s development, educators should answer a child’s questions, ask questions and follow up on a child’s comments
Developing a Child’s Text
Structure Knowledge
While every story involves plots, characters and themes complex stories cause these to overlap. A child that understands these structures is able to get past the overlapping nature or complex stories and continue to develop language skills rather than be confused by the presentation of the story.
The more a child is exposed to stories, the more understanding they will have of the stories. With each story the child’s sense of story structure becomes stronger. Reading various types of books during a child’s early years helps them to recognise other text structures. Include lots of different text structures in the books available to the children, including rhyming, alphabet, information and stories.