Early Childhood Experience in Language Arts 11 e by Jeanne M. Machado (c) Cengage

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Chapter 15
Reading and Preschoolers

2. Chapter Highlights
A. Reading and Preschoolers
B. The Art of Reading
1. family pressure
C. Teacher Recognition of Child Interest, Knowledge, and
Skill
D. Alphabet Knowledge
E. Early Readers
F. Shared Reading Strategies
G. Goals of Instruction—Pre-reading
H. Sequence of Reading Behaviors
I. Reading Methods
J. Book Experience and Reading
K. The Role of the Family
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Objectives
 Describing reading skills
 Understanding three methods to teach
reading
 Understanding teacher’s role in reading

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Language Arts Skills Interrelated
 Printscript (writing)
 Listening
 Speaking
 Reading
 Viewing and visual representation

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Children Needing Assistance (1 of 2)
 Children likely to be less prepared for
reading:
From low-income families
Limited English proficient
Attending a school with low reading
achievement
Cognitive deficiencies
Parents with reading problems

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Children Needing Assistance (2 of 2)
 Early Childhood educators should watch for children with
a combination of the following delays:
 letter identification
 understanding of the functions of print
 verbal memory for stories and sentences
 phonological awareness
 lexical skills such as naming vocabulary
 receptive language skills in the areas of syntax and
morphology
 expressive language
 overall language development

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Areas of Reading Instruction
 Phonemic awareness
 Phonics
 Comprehension
 Vocabulary
 Fluency

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Importance of Phonemic
Awareness
 One of two best predictors of reading
success
 Phonemic awareness refers to identification
of speech sounds.
 Identifying sounds assists children with
segmenting sounds in words necessary for
reading and writing.

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What About the
Pressure for Early Reading?
 How do young children learn best?
 What is the danger of forcing formalized
reading instruction too early?

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Print Concepts
 Picture and text are different.
 Print tells a story.
 Stories have predictable features.
 Written words are made of letters.
 Letters are arranged from left to right.
 Capital and lowercase letters have the same
significance.

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Children’s Ideas About Reading
(1 of 2)
 The following ideas emerge:
See reading as part of interpersonal routine
Notice reader’s focus on book
Understand readers follow sequence of book
See that story is unique to particular book

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Children’s Ideas About Reading
(2 of 2)
Understand that print provides clues to written
language
Use several strategies to interpret printed
language

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Objectives of Reading
Readiness (1 of 2)
 Recognizing incongruities
 Recognizing context clues
 Acquiring ability to listen
 Building vocabulary through experiences
 Increasing speech output
 Building critical thinking skills

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Objectives of Reading
Readiness (2 of 2)
 Developing self-confidence
 Increasing interest in language activities
 Developing left and right awareness
 Developing positive attitudes toward books

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Sequence of Reading
Behaviors (1 of 2)
1. Awareness of functions of reading and
writing process
2. Increased attention to words and letters with
personal significance
3. Reading and writing develop simultaneously

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Sequence of Reading
Behaviors (2 of 2)
4. Developing awareness of words as separate
entities
5. Becoming familiar with appearance of many
letters
6. Becoming aware of sound similarities of
some words

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Transitions to Kindergarten
 What should be the goals of transitional
programs?
 Consider all domains of development
Social/emotional
Language
Cognitive
Physical

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Reading Methods Used
for School-aged Children
 Natural approach
 Whole-language approach
 Literature-based programs
 Decoding or phonetic reading approach
 Look-and-say approach

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Balanced Approach
 Combined or balanced approach
 (Cowen 2005)
“A balanced reading approach is research-
based, assessment-based, comprehensive,
integrated, and dynamic…”

20. Families’ Role in Reading
 How can families promote reading at home?
Provide daily conversations, problem-solving
opportunities, and discussions with children
A love of learning should be emphasized
 Keep families up-to-date with child’s progress
 Make the school’s reading goals for children
transparent to families
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