PROMOTING EARLY

LITERACY DEVELOPMENT

Deidre Hayward & Trudy CampbellSpeech-Language PathologistsFort La Bosse School Division

LANGUAGE DEVELOPMENT MILESTONES

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 gesturesExample: bye-bye, give me

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

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”

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”

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

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

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

HOW IMPORTANT IS IT THAT YOU TALK TO YOUR

CHILDREN?

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

TALK! TALK! TALK! CONTINUEDChildren 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

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

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

TALKING TOOLS CONTINUEDChildren will talk more if you…

Help them by starting their sentences or filling in difficult words.

Model correct sentence formsRespond to their feelingsAsk appropriate questions

KEEP ON TALKING!Children will talk more if you…

Avoid criticizing them

Avoid pressuring them to talk

Avoid interrupting them

Avoid changing topics quickly

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

HOW TO TEACH BASIC CONCEPTS

Basic concepts can be taught through:

Reading to your child

Daily routines

DAILY ROUTINESBath Time

Concepts:In/OutWet/DryDirty/CleanAll goneAll doneEmpty/Full

Getting Dressed

Concepts:On/OffUp/DownIn/OutInside/OutsideCold/HotOpen/ClosedFirst/Next/Last

EatingConcepts

Hot/ColdMoreBig/littleFull/EmptyOpen/CloseAll goneAll doneFirst/Next/Last

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.

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

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.

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.

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

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

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

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

Demonstration