1.Reading And Literacy DevelopmentAt School And HomePresented by Amy CrandallTritt Elementary School

2. Table Talk What is one of your earliest memories withreading? What was your favorite book as a child? Does your child see you read much now? 3. When does reading instruction begin? Emergent comprehension considers childrens earlyexperiences as foundations upon which to support latertext comprehension.Dooley and Matthews (2009) Your child has been developing reading skills forthe last 5-6 years. 4. Did you know? Children who are read to do better in school have more self-esteem and confidence will independently read a book that is read to them Evans (1999) 5. The Five Dimensions of ReadingWhen children become good readers inthe early grades, they are more likely to becomebetter learners throughout their school years andbeyond. National Reading Panel (2000) Phonemic Awareness Phonics Fluency Vocabulary Comprehension 6. Phonemic Awareness Recognize words that begin with the same sound Ball, big, boat Isolate the first or last sound in a word /g/ for dig Blend the separate sounds in a word to say the word "/m/, /a/, /p/-- map." Segment a word into its separate sounds "up--/u/, /p/" 7. Phonemic AwarenessSchool - Home ConnectionAt School: At Home: Provide opportunities for Read daily toyour childchildren to practice with Visit the librarythe sounds that make up Play alphabet gameswords . Play rhyming games help children learn to Model readingrecognize letter names andshapes.Read to students everyday.Family involvement theory and childrens academic achievement (Galindo and Sheldon, 2012) 8. Phonics Recognize word patterns in order to decodewords easily. For example, silent e, (bake, kite) Diagraphs th, sh,ch (chin, bath) 9. PhonicsSchool Home ConnectionAt School:At Home:Teach how sounds and Read daily to your childletters are related Go on a word hunt beforeProvide opportunities to reading a book.practice the letter-sound Visit the libraryrelationships they areAllow your child to practicelearningreading to youModel Reading 10. Fluency The ability to read text accurately andquickly. Readers can now focus on the meaning of text. Sight Word Mastery 11. FluencySchool Home ConnectionAt School: At Home: Practice reading sight Listen as your child reads aloudwords in learning centersReview sight wordsProvide opportunities toChoral read storiesreread stories to self and Practice reading familiar booksothers.with expression Go on a word hunt before reading a book 12. Vocabulary Words we must know to communicateeffectively. Two Types of Vocabulary: Oral Vocabulary Reading Vocabulary 13. VocabularySchool Home ConnectionAt School:At Home:Provide opportunities to Read predictive and wordlessuse new words orally andbooks to your childduring reading. Talk often with your childTeach the meaning of thenew words. 14. ComprehensionFirst we learn to read and then we read to learn Jeanne Chall (1983) Process of understanding or making meaningwhen reading Students should: be aware of what they understand, identify what they do not understand, and use strategies to resolve problems in comprehension. 15. ComprehensionSchool Home ConnectionAt School: At Home:Preview a bookRead predictive and wordlessMake connections to story bookswith self, other textPractice reading familiarAnswer Who? What? books for expressionWhere? When? Why?Before reading: Go on aDemonstrate what good picture walkreaders look After reading: ask questions Play Stump Me. 16. The Bottom Line.Nothing is greater to a child, than a teacher andthe parent coming together for their sake. Sokolinski (2012) 17. ReferencesArmbruster, Bonnie; Lehr, Fran, & Osborn, Jean. (2006). A child becomes a reader: Kindergarten throughgrade 3. Proven ideas from research for parents. Third Edition. National Institute for Literacy.Retrieved from ERIC (ED512442).Dooley, C. & Matthews, M. (2009). Emergent Comprehension: Understanding ComprehensionDevelopment Among Young Literacy Learners. Journal of Early Childhood Literacy, 9, 269-294.Elish-Piper, Laurie (2010). Understanding reading comprehension: Information and ideas for parents about reading comprehension. Illinois Reading Council Journal, 38 (3), 48-52.Elish-Piper, Laurie, Almburg, Anne, Di Domenico, Paula, Henry, Michael, Morley, Samantha, & Sokolinski, Susan. (2012). Parent involvement in reading. Illinois Reading Council Journal, 40 (3). 55-60.Evans, Sue. (1999). Parent power: Helping your child become a better reader. Retrieved from ERIC.(ED426354).Galindoa, Claudia & Sheldon, Steven. (2012). School and home connections and childrens kindergarten achievement gains: The mediating role of family involvement. Early Childhood Research Quarterly, 27, 190-103.Granfield, Michelle & Smith, Christy. (1995). Teaching parents reading strategies: Changing parentsattitudes towards reading at home. Retrieved from ERIC. (ED382940).National Institute for Reading. (). Putting reading first: Helping your child learn to read. Jessup, MD: Partnership for Reading.National Institute of Child Health and Human Development (2001). Put reading first: The research building blocks for teaching children to read. Retrieved on July 9, 2012: http://www.nichd.nih.gov/publications/pubs/PRF-teachers-k-3.cfm#phonemicNational Reading Panel. (2000). Teaching children to read. Report by the National Reading Panel.