by Niki Coller, Support Teacher

Young children are like sponges. Every day they learn new skills that will help them become readers. Most children become aware of print long before they enter school. They see print all around them, not only in books, but also on signs, on billboards, in labels and in magazines. Seeing and observing an adult’s response to print helps children recognize its various forms and functions. Children with this perception can begin to understand that written language is related to oral language. They see that printed language, like spoken language, carries messages and is a source of both enjoyment and information.

The ability to understand how print works emerges with constant exposure to print in a child’s environment. This understanding comes about through the active intervention of adults and peers who point out letters, words, and other features of print that surround the environment. Classrooms use print to label areas of the room. Children’s names are displayed through out the room (on attendance boards or birthday charts, etc…); there are daily schedules and the calendar. Some children benefit from having their own personal written schedule to keep in their pocket. Parents are invited to ask teachers which books are available in the classroom, to reinforce at home what the child is reading in school.

Even toddlers and pre-schoolers can become aware of print and learn about sounds and letters. Children begin to comprehend how the system of print functions when they are read to regularly, when they play with letters and when they engage in word games. They also learn about book handling: how to turn pages, how to find the top and bottom of the page and how to identify the front and back cover of a book. Who are the author and illustrator? It’s an exciting and important time of learning.
The most important thing to remember is that reading should be an enjoyable experience. Following are some suggestions that can help you stimulate your child’s interest in reading.
• Talk with your child long before he even speaks. This will help him learn important language skills. Use short, simple sentences. You can talk about your daily activities, about what he is seeing and doing in his environment. For example, you can label sizes/ colors of objects.
• Read to your child every day. Run your finger under the print as you read. This will help your child notice that printed words have meaning.
• Sing songs and recite poems and rhymes that have repetitive sounds.
• Model good reading habits. Let him see you reading maps, books, recipes and directions.
• Visit the library. Let your child choose some books to take home.
• Write short notes to your child. Write down his schedule; put a note in his lunch bag.
• Encourage activities that require reading and share these experiences with your child. Use cookbooks, read directions or look up something in a reference book
• Give your child writing materials. Reading and writing go hand in hand. Emergent writing is a child’s first effort to create and use print in a meaningful way. Children want to practice and learn to write. If pencils, crayons, and paper are available at all times, your child will be more inclined to initiate writing activities on his own. Make books together about your family experiences.

Reading for pleasure and interest will help your children to develop an aptitude and appetite for reading. They will be motivated to read; this results in a strong foundation for language and literacy related skills.

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