How You Can Promote The Development Of Literacy In Your Toddler And Preschooler

Literacy development is an area of focus that continues to evolve through research. So, we need to use the study’s findings and create practical ways of developing literacy in young children, namely toddlers and preschoolers. 

To do this, here are a few suggestions that you can put to use to promote the development of literacy and thus strengthening that connection in the early and formative years of your child. 

Create A Rich Environment That Promotes Literacy 

The environment that you provide to your toddler or preschooler impacts their literacy development. This is why you need to cultivate an environment that is rich in the promotion of literacy. 

To do this, you can take simple steps, such as purchasing children’s books. Take it a step further by taking your child to your local library to help your child generate an interest in reading. 

Apart from that, you can also purchase subscriptions to magazines as well as newspapers. You can even provide reading material that we find and handle daily, such as menus, checks, and even greeting cards. 

Make Use Of Nursery Rhymes 

A great way to promote literacy development within your toddler and preschooler is to use things that they would be interested in naturally, such as nursery rhymes. 

To do this, you can simply add in a basic plot, a central character, and even a simple storyline to your child’s favorite nursery rhyme. 

The same technique applies to your child’s favorite book. This will strengthen their language abilities and even help your child understand and grow their capacity to listen. 

Create An Accepting Atmosphere 

You need to create an atmosphere that is both accepting and warm by taking simple steps, such as answering your child’s request when reading their favorite books. 

You should also enthusiastically respond to their comments and questions regarding text they see inside the house and the outside, such as road signs, menus, packages, and more. You should also make items, such as papers, pencils, crayons, markers, and more available for your child to use.  

Capitalize On Their Interests

Go on short trips with your child, all of which will be related to developing their interest in reading, such as going to a book fair or even your local library. 

Concluding Thoughts

In the past, preparations for the ability to read were known as reading readiness. However, this has changed as a new term has emerged, that is, emergent literacy. This term defines reading development as a continuous exercise to promote literacy development in your toddler and preschooler.

Vital Elements Of Research-Based Reading

Teaching your child how to read and write should start at an early age. Luckily, there are many entertaining practices, so acquiring these skills doesn’t have to burden them. When they start school, your child will most likely be subjected to some research-based reading programs. 

This should help young children relate written language to spoken language. Research-based instruction consists of a few components that should be adapted to students with different needs. 

Expanding Written and Oral Language

This approach’s main advantage is that children will get an opportunity to hear about themselves and what surrounds them through oral language. Being confident with the sound of particular letters and the pronunciation of words goes a long way for enhanced reading comprehension

Some entertaining and compelling practices are singing songs/chants and opening debates on hot topics that children can understand. This is a fantastic method to expand their vocabulary while raising their interest in active speaking and listening. The same goes for enhancing the use of written language. 

When working with young students, it is vital to educate them on how written language is everywhere and how it is interconnected with spoken language. Once again, there are several excellent activities to practice this, such as educating your students on how to properly read a book, discussing the meanings of specific phrases, and focusing on writing patterns that they can memorize.

Understand Stories and Manipulate the Building Components

Why is reading stories out loud so important? It presents children with an opportunity to find out about new experiences and concepts and to improve their vocabulary in the process. Furthermore, as a parent, you should use specific words’ building blocks and guide your children to identify and create their patterns/rhymes. 

This is a fantastic method of teaching them that phrases consist of several words. The same goes for writing practices, as quizzing your students on letter names and allowing them to write their sentences early on is an excellent way of promoting fluency and basic writing skills.

Reflecting and Decoding Stories

The main reason why reading is so essential for improving both oral and written language is that it allows children to understand that it isn’t just words on a paper. On the contrary, most stories have a deeper meaning and incorporate messages to better understand life. 

With this in mind, it is essential to allow your students self-selected reading time. During this period, they can choose stories or books that interest them and have fun decoding the word patterns and analytically thinking about what they read.

Concluding Thoughts

In the end, we can’t deny the advantages of research-based reading for the development of oral and written language. Although it is something that educators primarily integrate into first to third-grade classrooms, our opinion is that it can be beneficial for older students.

Building Vocabulary By Reading Aloud In Classrooms

A robust vocabulary is important for every individual to improve their communication skills. With a good grasp of vocabulary, kids learn much better and faster than their peers. They should be encouraged to learn new words routinely so that they are motivated to learn and exhibit interest in studying and acquiring more knowledge. 

Reading Aloud Practice

It is widely believed that reading out loud in classrooms helps kids build their vocabulary. Good teachers are aware of the kind of books they are supposed to be teaching to the students. These books have to be on a level that the kids will understand and show interest in. 

Books that engage students will motivate them to remain active in classrooms and discussions to improve their language and communication skills further. Certain words that children find difficult in classroom reading can be further elaborated in an exciting manner that would be easier for students to grasp

Emphasis On Difficult Words

Emphasizing words that teachers know would be challenging for students would help students recognize the passage’s difficult words. Encouraging students to inquire about the difficult words they come across during class reading will only come about if they recognize the difficult words. 

What may appear difficult to the students may be ordinary words to the teachers. A good teacher recognizes the students’ level and emphasizes the words so that students can question their familiarity. For this reason, the reading style of the teachers is highly dependent upon the learning of primary-level students.

Vocabulary Instructions 

According to the experts, ways that help students recognize the essential words in a text are incidental exposure, embedded instruction, and focused instruction. 

Incidental exposure is putting emphasis on the word through your tone, embedded instruction is pointing to objects to help them with the meaning of certain difficult words, and focused instruction is preparing students to learn a new activity that would serve the purpose of motivating them.

Concluding Thoughts

Many skilled teachers across the world practice the technique of reading texts and stories aloud in their classrooms to develop curiosity in children. It also helps engage students in a way that they are further motivated and show enthusiasm in learning. 

Students who have an excellent learning background during their childhood grow up to become successful high schoolers. High schoolers with a higher GPA are reported to have a good grip on vocabulary, which results in their learning and understanding of textbook knowledge being above average.

What are Vowels and Diphthongs?

pass or fail

Vowels are letters of the alphabet that produce one single sound. There are five of them – [a], [e], [i], [o], [u]. Diphthongs typically produce two vowel sounds in one syllable. In other words, they’re the result of the pairing of two pure vowels. This is why they aren’t included on the IPA charts. It’s vital to note that the close blend of the two vowels makes vowel lose its pure quality.

There’s some debate about the number of diphthongs in American English. While some say it’s eight, others believe it’s ten.

According to some reliable sources, the eight primary diphthongs in English are:

  •         /eɪ/ as in pay, day, say
  •         /ɔɪ/ as in toy, boy, coy
  •         /aɪ/ as in buy, sky, tie
  •         /ɪə/ as in hear, pier, beer
  •         /eə/ as in pair, bear, and hair
  •         /əʊ/ as in no, oh, so
  •         /ʊə/ as in poor and tour
  •         /aʊ/ as in now, how, cow

The slash marks noticeable at the front are dictionary symbols that lexicographers use. They act as pronunciation guides. However, a much easier way to understand the diphthongs’ basic pronunciations is to observe the example words in each of the eight categories.

When teaching diphthongs to young learners, teachers should use adequate examples to make the concept easy to grasp. They may even weave diphthongs in short stories like these:

Jack put the money down on the table (eɪ). The next day, he used some of it to buy a tie (aɪ). Then, he went to the pier (ɪə) and drank lots of beer.

The origin of the word ‘diphthong’ can be traced to the Greek term diphthongos, which refers to “two tones” or “two sounds. Diphthongs are also called “gliding vowels” as one sound almost glides into the other. When the speaker pronounces the diphthongs, he can hear two vowel sounds, even though no syllabic break occurs.

Vowels are speech sounds. In some words, the vowel sound can be incredibly prominent and either long (like eagle, peach, or unicorn) or short (cat, can, end, or moss). In others, it can be silent, like in ‘aisle’ and ‘bread,’ the vowel ‘a’ is silent.

A speaker produces a vowel sound freely, without any friction. In other words, when making vowel sounds, the speaker doesn’t need to control his vocal tracts. However, a vowel doesn’t contain any gliding movement, unlike diphthongs.

Two components make up a diphthong – nucleus and off-glide. A nucleus refers to the central sound, which is emphasized more than the other vowel sounds. In contrast, the off-glide isn’t much stressed. Instead, it simply flows.

Studying diphthongs is a favorite activity among many linguists, primarily because they differ between languages, dialects, and continents. For instance, a diphthong that the New Yorkers have adopted includes an “aw” sound. Thus, when they pronounce “dog,” it sounds like “dawg.” Similarly, people in Birmingham, England, have adopted a diphthong that has an “oi” sound. Thus, if one can hear certain people in Birmingham pronouncing “nice,” it’ll sound more like “noice.”

What are Diacritics?

pass or fail

These are marks or symbols that can totally adjust the meaning of a consonant or vowel. It may be used to show an accent or the fact that the pronunciation of the vowel or consonant in that context is different. In other words, diacritics are marks positioned below or above (or sometimes next to) a letter in a word to specify a particular pronunciation, with respect to tone, accent, or stress, and even meaning, particularly when a homograph exists without the letter(s) being marked. For instance, pâte stands for ‘clay,’ while pate means ‘the head.’ Again, résumé refers to work history, while resume means “to start again.”

There are 31 diacritic symbols on the IPA chart. Examples of cases where diacritics are employed are /ɝ/ and /ɚ/. The names of some of the common diacritics are:

  •         á – the acute accent
  •         à – the grave accent
  •         ü – the trema, or diaeresis, or umlaut
  •         â – the circumflex accent
  •         ñ – the tilde
  •         ç – the cedilla

The acute accent usually indicates a raised pitch or stressed syllable. It is frequently noticed above the alphabet ‘e’ in several French words and those borrowed from French but now used in English, like exposé. In this word, the acute accent indicates that the ‘e’ needs to be pronounced as a long ‘a’ and distinguishes the word from another having the same spelling (expose in English). In Spanish, the acute accent is positioned over vowels to mark that the speaker needs to stress the syllable in which the vowel appears, like in adiós.

The grave accent often points to a lower inflection or an unaccented syllable, as in French-derived words like crème or à la carte. A word where both acute and grave accent marks are present is déjà vu.

The trema sits over the second of two consecutive vowels to indicate that the vowels need to be sounded separately, such as in “naïve.”

In Greek, the circumflex is placed above a long vowel to specify a rising-falling tone. In other languages, it indicates the contraction, length, or another specific pronunciation of a vowel, such as the pronunciations of crêpe or château in French.

The tilde is often noticed over the letter ‘n’ (as in señor, which is a Spanish word and means “sir”), where it points to a mix of two sounds – that of ‘n’ and ‘y.’

The cedilla is placed under ‘c’ as in some French words like garçon and façade to specify that the letter needs to be pronounced as \s\, instead of \k\.

Diacritical marks are vital to correctly pronounce several foreign words that have migrated into the English language. Some like café (borrowed from the French) and jalapeño (a Spanish word) are often written without a diacritic as they have become well established in English. However, there are many more that need a diacritic. Some style guides too may suggest the use of diacritics. An example is the New Yorker suggesting the use of a diaresis in ‘coöperate’ and similar words.

What is Dialogic Reading?

Reading books is an important part of a child’s learning and development. Books not only provide entertainment; they are a learning tool that teachers and parents use to help a child develop reading and language skills. Even in the era of smartphones, online games, and apps, teachers and reading experts have emphasized the importance of books.

Dialogic Reading

When it comes to reading and understanding books, how we read it is just as important as how often it is read. In most cases, adults take charge of the reading part while the child listens. It is the adults that are the main storytellers.

In a strategy called dialogic reading, adults encourage children to become storytellers. In this strategy, the adults will start out by reading the story, but over the course of storytelling, they will encourage the child to take charge. The adult will ask questions, make clarifications, and listen as the child tells the story.

Here are some steps to follow to do dialogic reading effectively: 

  1. Provide prompts. Ask the child to say something about the book or story.
  1. Listen and evaluate the child’s response.
  1. Expand. The teacher or parent will encourage the child to say more about the response. This can be done by making a clarification, rephrasing the child’s statement, or adding to it.
  1. To check what the child has learned, the teacher will repeat the prompt.

This strategy is most effective when done on every page or every other page. Each time a book is read, the teacher or parent will consciously do less and less talking. They will only talk to give prompts.

There are different types of prompts when using dialogic reading. Here are some examples: open-ended prompts, recall prompts, completion prompts, distancing prompts (prompts that encourages the child to find connections between the book and real-life experiences), and wh-prompts (who, what, where, when).

Why it Works

Dialogic reading is really just having a conversation about a book–when reading a book, the teacher or parent will give prompts to the child. The child will respond to the prompts while processing the information that has been read. Adults should mix up the prompts used to keep the child engaged.

Practicing dialogic reading lets children get ahead with language development by constantly practicing the skills of reading, speaking, and comprehension. This exercise also allows the child to build confidence in speaking up and engaging in conversations.

Use Phonics Blending For Faster Learning

Phonics blending or consonant blending can be used to improve the overall speed at which students learn to read. This is a proven strategy that can be used for all ages of learners.

Next, we will show you how this can improve overall reading speed and be used as a method to help students learn to read quicker.

What Is Phonics Blending?

Phonics blending is when two consonants that are next to each other in a word have distinct sounds when you say the word. A good example is the word blend, which has the “b” and the “l” next to each other, but their individual sounds can be distinguished.

In this instance, you will say the “bl” sound, meaning you are blending them together to help form the word “blend“. This is also the case for the last two letters in the word – the “n” and the “d” blend together to help form the word.

The “bl” and “nd” are both consonant blends that help form the complete word.

How To Teach This Method

When the teacher wants to use this method to teach children consonant blending, they can do the following:

  • Write the example word on the board, such as “and“.
  • Now, the students can see the word, which is helpful.
  • Then, say every letter separately by pointing at them individually and sounding them out – “a“, “n“, “d.”
  • After this, blend the sounds together while pointing at each sound and slowly saying the word.
  • The next step is to point your finger at the word and say it out loud.
  • Finally, you can let the students repeat what you did both in a group and individually to see if they understand the method.

You can also use flashcards by writing the word on them and letting the students identify each letter sound. This method can be easily used with remote learning, and you can also record the lesson for future reference and reminders.

Why Phonics Blending Works

Through research, it has been found that this method provides the student with an excellent strategy to approach new words that they will encounter in the future. It is also found that students using this strategy are more prone to read words correctly when they first encounter them.

This consonant blending method will be a good motivational method for students who are struggling to read.

Concluding Thoughts

As you can see, phonics blending is a proven strategy that will help students avoid common reading errors, and it will improve their reading. The great thing about this method is that it is adaptable and can be used for online learning and the classroom.

How To Expand Your Child’s Word Knowledge

You keep learning about new words every other day. Whether you read it somewhere or someone says it to you. As a child, you’re susceptible to more of these situations as teachers and everyone around you are trying to help you learn about more words. While it might seem like a difficult thing to do, it doesn’t have to be. 

There are a couple of strategies for vocabulary to implement to expand the word knowledge. It is more important for parents and instructors to help children grasp new strategies to learn more words and concepts to build their vocabulary. Proper curriculum mapping can help implement the strategies better. 

Vocabulary Paint Chips

The first one is the vocabulary paint chips strategy. Here, there is a focus on mixing learning through color play. You need to get a hold of paint chips or strips that you can get from any hardware store. 

Now, this strategy requires two basic things from you. One part is to find one colored paint strips and spell words on this. 

Then, on the other colors, you can write the different variations of the same word. For instance, the versions of illuminate, such as illumination and illuminating. Now, on other colors of the paint strips, you can add the synonyms of the words. 

So, for illuminate, the synonym would be brighten or enlighten. Add the element of positive reinforcement with this, and you will see children using this method for their learning. 

Semantic Gradients

The other method to incorporate for your child’s learning is the semantic gradients. This is a method through which your child not only learns more words but they are also able to understand their meanings better. Using sight words is one way to do this as well. 

The way that semantic gradients work is by giving students one word to relate to another word. These words come in different degrees and shades of meaning to help children understand them better. 

They are given a range of words to decipher, which works well with the word you have given them. Typically, children work in groups to enhance this learning better than ever. 

Concluding Thoughts

It isn’t easy to get children to learn more about words. However, using the right strategies can help ensure that your child can expand their word knowledge correctly. Using education apps and more can help in this process better. 

You will find vocabulary paint chips and semantic gradients strategies to help your children get a better grip on more expansive words than ever before. Plan it all out so that you can incorporate these in their learning for the better.

Prereading Stage: Everything You Need to Know

This is the initial stage of reading involving skimming through or scanning written materials and looking through information, including summaries, titles, illustrations, headings, and sentences of topics, in a bid to work on schema and enhance the grasping of read content.

The objective of this stage is to get students ready for reading a text, either by being aware of the topic, its genre, or relevant language. Teachers can use various ways to achieve this objective. For instance, they can pre-teach their students’ vocabulary necessary for understanding the text. They may even activate students’ background knowledge or schemata of the topic through elicitation, picture exploitation, etc. Other ways teachers can consider are addressing the students’ information gap or letting them engage in the topic via meaningful interactions like discussions and persuading them to make predictions about the text or its context.

A successful pre-reading stage typically consists of one or more of the features below:

  •         Engages students in the topic and triggers curiosity about the text
  •         Helps focus the students’ interest and attention on characteristics of the particular text (such as what they would anticipate seeing in a newspaper article related to climate change) rather than the broad topic (like what climate change is)
  •         Encourages and creates opportunities for student-to-student interaction instead of relying only on interactions between the teacher and the entire class
  •         Lets students learn or recall vocabulary that appears in the written text
  •         Increases awareness about the genre’s characteristics

Teachers looking for pre-reading stage activities can find many in several modern course books, including questions for group discussion, exercises that teach new words, or pictures to be exploited. Several teachers’ books too often include procedures teachers could use at the pre-reading stage.

Teachers who prefer to use authentic texts or create their own pre-reading activities may use the following steps:

  •         Read the text themselves and observe its characteristics (purpose, genre, targeted audience, level of formality, etc.)
  •         Consider the background knowledge their students possess on the topic or genre
  •         Foresee difficulties students may face when dealing with the text (difficult words, inadequate knowledge about the topic, speed of delivery, etc.)
  •         Create activities or questions that may help students discuss what they already know about the topic, predict probable text contents, or reduce problems the teachers have anticipated

Teachers can help students take ownership of their reading with pre-reading strategies, thus setting the foundation for their independent reading success!

Post-reading Stage: Everything You Need to Know

pass or fail

This is the last stage of reading and it has to do with using translational, organizational, or activities filled with repetition to support the knowledge that has been garnered.

The main objective of the post-reading stage is to check for correct comprehension of the text. Often, students are made to read a selected part of the text but don’t get an opportunity to discuss what they have read afterward. This is where teachers can help. They can use various post-reading strategies to let the students derive meaning from what they have read and deal with any misunderstandings that they may have come across. For instance, some strategies teachers can use are paragraph frames, annotations, graphic organizers, KWL charts, recitations, and sequencing charts.

Paragraph frames

These are templates of paragraphs that students have to complete. They can help in expository and narrative writing connected to the text and boost oral and written language skills.

Annotations

They help students understand what has happened in a text after reading it. As students annotate, they should identify the author’s main points, core areas of focus, shifts in the text’s perspective or message, and their own thoughts.

Graphic organizers

Depending on what reading comprehension level they want to teach, teachers can choose a graphic organizer and ask students to complete it. This could include understanding the text’s core theme, idea, or cause and effect. After they have finished reading the text, students may be asked to either work alone or with a partner to complete the organizer.

KWL charts

These charts have three columns. The one marked as K is intended for things the students already know. The column labeled W refers to what the students want to know, while the one marked as L is for what they have learned. Students should fill in the K and W columns before reading, while column L should be completed after reading to check what key points they remember from the text they have just read.

Recitations

This involves asking students to recite or retell what they have learned or what the story was about. If a student struggles with this task, teachers can help by asking specific what, who, where, when, how, and why questions. Answering these questions will let students focus their responses and provide a guide for reciting what they have read.

Sequencing charts

These are a form of graphic organizers that are ideal for fictional texts. For instance, they can have boxes in which students explain the text’s characters, setting, problem, and solution.