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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. 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.

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How Reading matters in children’s development SLANZA Conference

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  1. How Reading matters in children’s development SLANZA Conference Cathy Wylie 16 July 2013

  2. Reading matters • Bar has been raised • Schools • Work • Globalised & complex world • Information overload • A question of skills, or enjoyment?

  3. 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?

  4. 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

  5. Competencies • Chosen if linked to • learning as children & adults • participation in social & work worlds

  6. Cognitive competencies Reading comprehension (& early skills) Writing Maths Ravens standard progressive matrices

  7. Attitudinal competencies • Communication • Listening • Speaking Perseverance Self-management Social skills Curiosity

  8. Contexts for competencies ECE, school, & class experiences family resources out-of-education experiences friendships values thoughts for future

  9. 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

  10. The inter-relation of cognitive and attitudinal competencies Age 5 level Age 6 level Age 8 level cognitive cognitive cognitive attitudes attitudes attitudes

  11. 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

  12. 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.

  13. A seeming puzzle – 2 • ‘Print-saturated’ ECE environments linked with children’s reading performance But not the frequency of story reading

  14. 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

  15. ‘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?

  16. ‘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

  17. 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

  18. Cumulative gain, or loss • Enjoyment of reading • Engagement in learning X Overuse of TV or electronic games

  19. 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

  20. 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

  21. 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)

  22. 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)

  23. 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)

  24. Model of reading enjoyment & reading attainment .35 Reading enjoyment .58 Reading Attainment Reading behaviour .27 Reading attitudes .51

  25. The library as hub • Print-saturated • Sufficient range for interests & purpose • Modelling paths of choice & critique • Deep Enjoyment

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