11 Feb

We’ve had a wonderful start to term with more than 70 parents and caregivers attending a ‘Learning to Read in Reception’ parent workshop.

The ‘Learning to Read in Reception’ workshop, was hosted by Sarah Noell, Head of Early Years and presented by Jo Hirst, Inclusive Education teacher, and featured a presentation by speech pathologist Sarah Kennedy. Two sessions were held, both morning and the evening, to ensure we could cater for as many parents as possible.

Learning about how we teach reading
We all learned to read at school ourselves, however, there has been much research into the best way to teach reading and our approach to teaching reading has changed over the years as a result. The workshop provided a window into the classrooms, so teachers and caregivers can share a common approach and vocabulary between the school and home.

Reading encourages reading
Of course, one of the best ways you can help your child learn to read and continue to encourage them on their reading journey is to read aloud to them on a daily basis.

A 2019 study found that children whose parents read them five books a day enter kindergarten having heard about 1.4 million more words than children who were never read to.

The benefits of reading aloud to children
Even children who are read only one book a day will hear about 290,000 more words by the age 5 than those who don’t regularly read books with a parent or caregiver.

The benefits of reading aloud to your child do not stop at the age of 5. Studies show there are enormous benefits in reading aloud to your child up to the age of 12.

Some of the many benefits to reading aloud to your child include a vastly expanded vocabulary (a key indicator in reading success), increased expression when reading, increased comprehension skills, building of listening skills, providing positive modelling and it also helps with discussing difficult issues.

In addition, there are social and emotional benefits of having special time together on a daily basis, with a chance to bond with one another.

Article by Principal Helen Finlay