Engaging Children Through Stories

Engaging children through stories

General tips:

The most important thing you can do is make reading books fun. You can do this by allowing your child to take the lead by:
Letting them pick the book
Ignoring the written story and talking about what your child is interested in. What are they looking at? What are they pointing to?
It’s never too early or late to start reading books with your child. Scatter books around your home, in the car, even the pram!
Don’t limit yourselves to just reading books. Take time to read party invitations, junk mail, signs in your environment. All of these opportunities help your child to learn that written words have meaning.
Choose a time of day to read regularly. Ideally this time will be free of distractions so that you can enjoy some quality time together.
Make an experience book to read with your child. Experience books are great because child love to talk about themselves  and while your child is still developing language can be shared with other people, giving them a context for your child’s discussion. Use any visuals, such as photographs, Easter egg wrappers, packaging or unleash your inner artist and draw pictures yourself. Write a description of the entry.
When reading books, allow your child to help tell the story. Make their part appropriate for their language. For example, with a familiar story pause in parts to let your child fill in the gap, this might be a single word at the end of the sentence. Give them a character, for example the Three Little Pigs they could play the part of the wolf when he huffs and puffs.

Gallaudet reading strategies for Deaf readers

The following strategies were identified by researching how Deaf parents read to their children. While the research is based on using a sign language, they are also appropriate for use with spoken language

Deaf readers translate the story in sign language. This does not have a negative impact on developing literacy skills
Deaf readers keep both language visible by pointing to the written words while telling the story
Deaf readers are not constrained by the text. Take the time to elaborate on the story to help your child understand the concepts within the story. This includes linking a page to the whole story so far, talking about the pictures, linking the concepts in the story to what the child has experienced in their lives so far
Deaf readers read books on a storytelling to story reading continuum. The story telling is more elaborate and eventually with each reading becomes closer to the written story.
Deaf readers follow the child’s lead. From choosing the book to letting them turn the pages. By following the child’s lead you will match their developmental level.
Deaf readers make what is implied explicit. Make sure that you talk about any hidden meaning in the book to help the child understand the story.
Deaf readers adjust sign placement. This might mean signing normally, signing on the child or on the book.
Deaf readers adjust the signing style to suit the book. Tell the story using the characteristics of each character. Are they prim and proper or rough and loud?
Deaf readers connect the story with the real world. This will help your child understand concepts if they can link them with their own experiences.
Deaf readers use attention maintenance strategies. To ensure that the child stays focussed on the story they might move the book into their line of sight if the child’s gaze wanders, use more expression to keep them interested or gently tap them.
Deaf readers use eye gaze to elicit participation. The reader will keep watching the children and make eye contact to make the child feel involved in the book.
Deaf readers use role play to extend concepts. This involves acting out parts of a story to help the child understand the concepts in the story.
Deaf readers use sign language variations for repetitive English phrases. This has a number of purposes. It can help show the child the richness of sign language and variations that can be used to sign the same phrase. It can also be used to show an action, such as speed, intensity etc.
Deaf readers provide a positive and reinforcing environment.
Deaf readers expect children to become literate.

For further explanation of the strategies, please use the link below to read more.

Growing and Learning together, April 10-12 2015