Section Navigation

Beginning Reader

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.