PROMOTING EARLY LITERACY DEVELOPMENT Deidre Hayward & Trudy Campbell Speech-Language Pathologists

1. PROMOTING EARLY LITERACY DEVELOPMENT Deidre Hayward & Trudy Campbell Speech-Language Pathologists Fort La Bosse School Division

2. LANGUAGE DEVELOPMENT MILESTONES

3. Birth – 12 months old • I look at the person talking to me • I make sounds – oo, goo, bababa • I react to noises, music, and especially to the sound of voices • I understand some common words when used with gestures • Example: bye-bye, give me

4. 1 to 2 years old • I use several words my parents understand and start using two word sentences (by age two) • I look to see where noises are coming from • I understand simple directions: • Example: “Where is your nose?”, “get the ball” • I try to repeat words • I like to listen to simple stories and songs

5. 2 to 3 years old • My sentences are two to three words long • Such as: “me do it” • I follows simple directions • E.g. “Put the teddy-bear to bed.” • I answer simple questions (who, what, where) using simple words or actions • I use words such as “me”, “it”, “in”, and “on”

6. 3 to 4 years old • I speak in longer sentences (three to four words or more) • I follow two related directions • E.g. “close the book and give it to me” • I understand questions about a picture story • E.g. “Where did the bunny go?” • I tell short stories • I ask lots of questions: “what, where, why”

7. 4 to 5 years old • I follow three related directions • My speech is easy to understand • There may be a few minor speech errors • I can describe objects and events • I can show you several colours when named • I understand several basic concepts • E.g. top and bottom

8. Red Flags: • Not understand by others • Suspect vision difficulties • Suspect not hearing everything • Difficulty following simple directions • Numerous ear infections • Limited language in their first language • Referral

9. Other important information: • Other factors that influence literacy development • Attitude • Motivation • Interest • Expectations of your child (too much vs. too little) • Physical • Vision • Hearing • Eating habits • Sleeping habits • Other health related issues • Poor eating and sleeping habits have a negative influence on literacy development. • Example: • Sensitivity to caffeine, sugar, perservatives – lack of concentration, difficulty falling asleep, becoming silly or hyperactive • Not eating breakfast

10. HOW IMPORTANT IS IT THAT YOU TALK TO YOUR CHILDREN?

11. Talk! Talk! Talk! • Children learn language by listening to others speak • Children will listen carefully if…. • They can hear adequately • You talk more slowly • You get their attention before you talk • It is quiet • You use short simple sentences

12. Talk! Talk! Talk! Continued • Children will talk more if you… • Look at their faces • Wait a few seconds before you reply to what they say • Take only one speaking turn at a time • Show you are listening

13. More Talking! • Talk about what you are doing • Talk about what they are doing • Talk about what they want to talk about • Talk about what you see

14. More talking tools! • Children will talk more if you… • Use new words • Repeat new words often • Repeat part or all of their sentences in question form • Repeat their sentences and add to them

15. Talking tools continued • Children will talk more if you… • Help them by starting their sentences or filling in difficult words. • Model correct sentence forms • Respond to their feelings • Ask appropriate questions

16. Keep on talking! • Children will talk more if you… • Avoid criticizing them • Avoid pressuring them to talk • Avoid interrupting them • Avoid changing topics quickly

17. Basic concepts • Depict: • location (up/down) • number (more/less) • descriptions (big/little) • time (old/young) • feelings (happy/sad) • Help build pre-reading and early mathematics skills • Strengthen a child’s vocabulary • Building blocks of early learning and learning at school

18. How to teach basic concepts • Basic concepts can be taught through: • Reading to your child • Daily routines

19. Daily Routines • Bath Time • Concepts: • In/Out • Wet/Dry • Dirty/Clean • All gone • All done • Empty/Full

20. Getting Dressed • Concepts: • On/Off • Up/Down • In/Out • Inside/Outside • Cold/Hot • Open/Closed • First/Next/Last

21. Eating • Concepts • Hot/Cold • More • Big/little • Full/Empty • Open/Close • All gone • All done • First/Next/Last

22. A child will never read or write above the level at which they speak.Language forms the foundation for ALL academic subjects. A strong foundation of language skills provides children with the tools they need to be successful in school.

23. Foundational reading skills • Reading is NOT just taught at school. • Children need to have a strong foundation of reading skills before they come to school. • These are the skills that are taught at home: • Learning to love books • Enjoying the meaning of books • Learning how books work • Discovering that print has meaning (e.g. fast food signs) • Memorizing books • Story re-telling

24. Formal reading instruction • The only reading skills children are taught in school are: • Recognizing the words • Developing fluency (smooth reading) • Reading independently • Without the foundational skills in place formal reading instruction CANNOT occur • That’s why…. • Parents are children’s first and most influential teachers.

25. Read! Read! Read! • Children learn to read by being read to. They keep reading because they learn to love to read. • Reading should be fun and stress-free for both you and your child.

26. How to read to your child • Lap or close-proximity • Child needs to see the book • Encourage your child to help hold the book and assist in turning the pages • Sharing and closeness are important and lets the child know he/she is special • Use most expressive voice • Child will know you are enjoying what you are doing • Remember: reading needs to be FUN for both participants

27. How to read to your child cont. • Invite your child to participate in the story • Encourage your child to say the repeated sounds or words (or read along with you) • Pause occasionally to let child fill in repeated phrases or characters’ names • Don’t force your child to participate – accept and celebrate all attempts • Encourage your child to talk and asks questions while you read • Point to words and pictures in the book as you read • Try to connect the story to your child’s everyday life • Read and re-read your child’s favourite books • Model reading

28. What to read to your child • For small children (birth to two years): • Simple board books • Books with bright colours • Books with simple pictures • Not a lot of print • Bedtime books • For older children (two+ years) • Repetitive books • Interactive books (flaps, holes) • Funny stories • Colour pictures

29. Rhymers will be readers! • Reading simple rhyming books • Finger plays, songs, chants • Why are rhymers readers? • Helps children to shift their focus from the meaning of the word to the sounds within the word

30. Demonstration