How reading matters in children s development slanza conference
Download
1 / 26

How Reading matters in children’s development SLANZA Conference - PowerPoint PPT Presentation


  • 125 Views
  • Uploaded on

How Reading matters in children’s development SLANZA Conference. Cathy Wylie 16 July 2013. Reading matters. Bar has been raised Schools Work Globalised & complex world Information overload A question of skills, or enjoyment ?. The role of reading in the Competent Learners study.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'How Reading matters in children’s development SLANZA Conference' - janna


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
How reading matters in children s development slanza conference

How Reading matters in children’s development SLANZA Conference

Cathy Wylie

16 July 2013


Reading matters
Reading matters

  • Bar has been raised

    • Schools

    • Work

    • Globalised & complex world

    • Information overload

  • A question of skills, or enjoyment?


The role of reading in the competent learners study
The role of reading in the Competent Learners study

  • How do educational and home experiences help reading development?

  • How does reading feed children and young people’s development?


Competent learners study
Competent Learners study

  • Started in 1993, following Wellington region children from their final months in early childhood education

  • Data-collection at age near-5, 6, 8, 10,12, 14, 16 & 20.

  • Smallest of the country’s longitudinal projects, only one with a prime education focus

  • Funded by Ministry of Education & NZCER


Competencies
Competencies

  • Chosen if linked to

    • learning as children & adults

    • participation in social & work worlds


Cognitive competencies
Cognitive competencies

Reading comprehension (& early skills)

Writing

Maths

Ravens standard progressive matrices


Attitudinal competencies
Attitudinal competencies

  • Communication

    • Listening

    • Speaking

      Perseverance

      Self-management

      Social skills

      Curiosity


Contexts for competencies
Contexts for competencies

ECE, school, & class experiences

family resources

out-of-education experiences

friendships

values

thoughts for future


Some major themes
Some major themes

  • The importance of attitudinal competencies

  • Rich learning opportunities matter

    • ‘two sides of the coin’

  • Strength of maternal qualifications, as well as family income

  • Performance is not set in stone early on

    • More than half of those with low performance at age 8 went on to gain NCEA level 2 or 3


The inter relation of cognitive and attitudinal competencies
The inter-relation of cognitive and attitudinal competencies

Age 5 level Age 6 level Age 8 level

cognitive cognitive cognitive

attitudes attitudes attitudes


Two sides of the coin
Two sides of the coin

  • interaction,

  • language, symbols, patterns

  • have goals, challenge

  • ask persistence and concentration

  • give rewards,

  • provide enjoyment

  • experience of ‘flow’

  • build confidence

  • respect individuality of learners


A seeming puzzle 1
A seeming puzzle - 1

  • Home reading & writing activities linked to children’s reading performance at age 5

  • But not the frequency of being read to once family income & maternal qualification taken into account.


A seeming puzzle 2
A seeming puzzle – 2

  • ‘Print-saturated’ ECE environments linked with children’s reading performance

    But not the frequency of story reading


Why?

Some clues from other experiences

linked to 5-year olds’ reading performance

Play & activities with others that use language

Interaction with ECE teachers that extends language

Especially for children from low-income homes

Computer at home

Phonemic awareness


Reading at home
‘reading at home’

  • What stories or pieces are chosen?

    • What is available?

      • The later link with regular public library use

  • How is the reading done?

  • What does the child see their parent enjoying?


Print saturated
‘print saturated’ =

  • Print visible on a variety of surfaces at child’s eye level or just above

    • Posters, packets, charts, containers

  • Child-focused

  • Range of books readily accessible

  • Children encouraged to look at and ‘read’ books


Growing up with
Growing up with…

  • Language use

  • The written word all around

  • The written word in everyday use

  • Producing as well as taking in

  • Reading as family habit


Cumulative gain or loss
Cumulative gain, or loss

  • Enjoyment of reading

  • Engagement in learning

    X Overuse of TV or electronic games


Why does too much tv undermine
Why does too much TV undermine?

  • Competes with reading for time

    • Accessible without written word, so more attractive for insecure readers

  • Predominantly visual

  • Does not ask viewers to express themselves in language


Study of children s processing of stories
Study of children’s processing of stories

  • TV: better long-term memory of narrative

    • Less encouragement to introduce new ideas

  • Reading:

    • more clarity about characters

    • More room for thought & language use

    • Encourages

      • expressive language

      • invention of new ideas

        Van derVoort 2001


  • Script analysis study
    Script analysis study

    • 15 favourite teenage programmes in US

      Limited lexicons

      Short utterance and sentence length

      Simple sentence structure

      Little use of figurative language

      (Liberman 1986)


    Enjoyment of reading
    Enjoyment of reading

    • Highly associated with competency levels, secondary qualification levels

    • Those who enjoy reading tend to be more omnivorous in their reading than those who do not

      • Able to access wider range of knowledge, information

    • Fiction preferred over non-fiction (age 20: 67% enjoy reading fiction, 38% non-fiction)


    National literacy trust study
    National Literacy Trust study

    • 2010, on-line;

    • 4503 UK children, aged 8-14

    • Measures of

      • Reading enjoyment

      • Reading behaviour

      • Reading attitudes

      • reading attainment (from teachers)


    Model of reading enjoyment reading attainment
    Model of reading enjoyment & reading attainment

    .35

    Reading enjoyment

    .58

    Reading

    Attainment

    Reading behaviour

    .27

    Reading attitudes

    .51


    The library as hub
    The library as hub

    • Print-saturated

    • Sufficient range for interests & purpose

    • Modelling paths of choice & critique

    • Deep Enjoyment


    ad