Level 3 Assignment 1 Language Analysis
An analysis of the way in which children learn to read and write, and the place of quality texts in supporting this.
“Being able to read is the most important skill children will learn during their early schooling and has far-reaching implications for lifelong confidence and well-being.”(Adonis & Hughes, 2007)
Throughout history, different strategies and methods have been developed to aid learning to read and write. Classic styles (although still highly regarded) of writing children’s books including, rhyming, rhythm and repetition have been used consistently to support evolving children’s literacy (Lerer, 2009).
Newer methods such as synthetic phonics include developing the relationship between sounds and written word. This …show more content…
Goodwin explains that illustration in picture books ‘may be simply decorative’ but often aims to ‘interpret’ or ‘supply narrative meaning’ that isn’t accessible from the text alone. (Goodwin, 2008) A good picture book can be enjoyed by people of any age. “Anyone who has read picture books with very young children knows that they promote personal, detailed and exploratory talk as well as social or even raucous merriment” (Watson & Styles, 1996:1). A good method of gauging children’s engagement with a picture book could be Aidan Chambers’ ‘Tell Me’ approach. Chambers explains that the tell me approach is about finding out about the readers experience with the books – ‘enjoyment, thoughts, feelings, memories’ and whatever the reader wisher to report. Thoughts are ‘honourably reported’ without risk of belittlement or rejection, which allows the teacher and reader to explore the book in explicit detail (Chambers, …show more content…
Rhyming and repeating texts, allowing children to draw meaning and reinforce words. Traditional books, with their classic story forms and characters, allow children to understand how stories are formed, which may help when they come to write their own. Evidence suggests that a take over of synthetic phonics may not be the best option, as I feel it gives children a one-dimensional view of literacy. I feel, combing the two approaches to create a curriculum that focuses on integrating the ‘sounding out’ phonic approach with the whole book, ‘real book’, comprehensive approach, will create a stronger bond with phonemic awareness and lingual fluency in children. This could promote literacy being part of a more cultural experience, and in turn may increase literacy levels across our
“Being able to read is the most important skill children will learn during their early schooling and has far-reaching implications for lifelong confidence and well-being.”(Adonis & Hughes, 2007)
Throughout history, different strategies and methods have been developed to aid learning to read and write. Classic styles (although still highly regarded) of writing children’s books including, rhyming, rhythm and repetition have been used consistently to support evolving children’s literacy (Lerer, 2009).
Newer methods such as synthetic phonics include developing the relationship between sounds and written word. This …show more content…
Goodwin explains that illustration in picture books ‘may be simply decorative’ but often aims to ‘interpret’ or ‘supply narrative meaning’ that isn’t accessible from the text alone. (Goodwin, 2008) A good picture book can be enjoyed by people of any age. “Anyone who has read picture books with very young children knows that they promote personal, detailed and exploratory talk as well as social or even raucous merriment” (Watson & Styles, 1996:1). A good method of gauging children’s engagement with a picture book could be Aidan Chambers’ ‘Tell Me’ approach. Chambers explains that the tell me approach is about finding out about the readers experience with the books – ‘enjoyment, thoughts, feelings, memories’ and whatever the reader wisher to report. Thoughts are ‘honourably reported’ without risk of belittlement or rejection, which allows the teacher and reader to explore the book in explicit detail (Chambers, …show more content…
Rhyming and repeating texts, allowing children to draw meaning and reinforce words. Traditional books, with their classic story forms and characters, allow children to understand how stories are formed, which may help when they come to write their own. Evidence suggests that a take over of synthetic phonics may not be the best option, as I feel it gives children a one-dimensional view of literacy. I feel, combing the two approaches to create a curriculum that focuses on integrating the ‘sounding out’ phonic approach with the whole book, ‘real book’, comprehensive approach, will create a stronger bond with phonemic awareness and lingual fluency in children. This could promote literacy being part of a more cultural experience, and in turn may increase literacy levels across our