A Beginning Reader
- Cannot access print independently
- May not be aware that text = meaning
- Has favourites - wants to share and talk through known books
- will join in simple nursery rhymes
- Reacts and responds to illustrations
- Should know how to handle books
- Their reading relies on willingness to perform, interpret and invent
Older Readers who have limited experience of reading may;
- Build up a selection of books to return to again and again
- May not have developed strategies to lift words from the page i.e. sounding out
To Support Parents Can;
- Story / Reading routine - We ask all pupils to read for twenty minutes a day. The routine is still important even if not reading to a parent.
- Ensure the child has access to quality texts. These can be from school, a public library or home.
- Model enjoyment of reading, can be stories, newspapers etc (even if you have to fake it).
- Demonstrate reading for pleasure - this is particularly important for males as reading can be perceived as a 'female' activity.
- Provide opportunities for independent reading / re-enacting and responding.
- Provide regular opportunities to talk about what has been read to them.
- Include song lyrics, poetry, short stories, audio books and graphic novels in reading or discussions.
- Contextualise reading
- Play with word sounds, rhyming, linking words and word families
- Story boxes - take 5 objects and create a story that links them.
- Stay in contact with school - particular barriers - talk to the school library / English teachers if you think your child is struggling.
- Listen to the child read - relaxed and reflective encourage strengths.