Is There a Connection between Reading to Children and the Child’s Involvement in Reading Activities? / Postoji li veza između čitanja djeci i uključenosti djeteta u aktivnosti čitanja?

The ability to read is vital. Reading paves the way to success in school, which canbuild self-confidence and motivate your child to set high expectations from life.Children are “learners” by nature and they learn from the prenatal phase. Thechild learns by observing the environment and imitating the role models. Likewise,children learn to read encouraged by examples from the environment. Readingaloud to children is the best way to get them interested in reading. By reading,they will grow to love stories and books. Eventually they will want to read on theirown. To research parental involvement in reading activities with children, we usedQuestionnaire of the Hanen Center for Evaluating Parental Involvement in theDevelopment of Reading Skills. We wanted to investigate if there is a statisticallysignificant difference in parents’ engagement in reading to children and withchildren with regard to their parents’ academic education, number of parents wholive with a child, and financial income in the household. We also wanted to find outif there is a statistically significant association between parental involvement in thechild’s reading activities and their child’s involvement in reading activities. Therewere 716 respondents. Findings indicated that demographic data, such as parents’academic education, number of parents who live with a child, and financial incomein the household have a statistically significant impact on parental involvement inreading activities with their children, but also on their child’s involvement in readingactivities. The results show statistically significant association between parentalinvolvement in the child’s reading activities and their child’s involvement in readingactivities, as expected. This paper points out the importance of reading to children, no matter their age, since the use of those kind of activities has been proven to beeffective in promoting literacy skills, in previous researches as well as in this one.Key words: parental involvement; promoting reading skills; reading; reading activities;reading skills.-SažetakSposobnost čitanja iznimno je važna vještina. Čitanje utire put uspjehu u školi, kojimože izgraditi samopouzdanje i motivirati dijete da postavi visoka očekivanja zaživot. Djeca uče čitati potaknuta primjerima iz okoline. Čitanje naglas najbolji jenačin da djecu zainteresirate za čitanje. Čitajući djeci, potičete ih da samostalnopočnu čitati te da na kraju zavole aktivnost čitanja. Kako bi se istražila roditeljskauključenost u aktivnosti čitanja djeci, korišten je Upitnik Hanen centra za procjenuuključenosti roditelja u aktivnosti koje potiču razvoj vještina čitanja. U istraživanjuje sudjelovalo 716 ispitanika. Rezultati ukazuju da demografski podatci, kao štosu akademsko obrazovanje roditelja, broj roditelja koji žive s djetetom i financijskiprihod u kućanstvu imaju statistički značajan utjecaj na uključenost roditelja uaktivnosti čitanja vlastitoj djeci, ali i na uključenost njihova djeteta u aktivnostičitanja. Rezultati pokazuju statistički značajnu povezanost između uključenostiroditelja u aktivnosti čitanja djetetu i uključenosti djeteta u aktivnosti čitanja,kao što je bilo očekivano. Ovim radom naglašava se važnost čitanja djeci, bezobzira na njihovu dob jer je dokazano da je čitanje, kao aktivnost, učinkovito upromicanju pismenosti.Ključne riječi: čitalačke aktivnosti; čitanje; poticanje čitalačkih vještina; uključenostroditelja; vještina čitanja.

Raising Awareness of the Importance of Reading to Early Childhood and Preschool Age Children through Lifelong Education of Parents / Cjeloživotnim obrazovanjem roditelja do osvještavanja važnosti čitanja djeci rane i predškolske dobi

In the modern age, the importance of reading to children from an early age isundoubtedly emphasized. Even though modern technology is present in all spheresof children‘s education, the fact that reading has a significant role in children‘sfuture development and learning, both cognitive and emotional, should not beneglected. Children whom it has been read to since birth are most often given agood foundation for learning and reading successfully later on in life. The parentalrole is invaluable in early reading to the child because, in addition to developingthe child‘s vocabulary, imagination and faster understanding, the time parent andchild spend together is quality time. Therefore, the aim of this study is to investigatethe parents‘ views on the importance of reading to a child from an early age, aswell as to determine whether parents aspire to some form of lifelong education inthe mentioned field.In the first phase, unstructured interviews were conducted with five parents whosechildren attend one of the early childhood and preschool institutions in MeđimurjeCounty. In the second phase of the survey, a questionnaire was constructed toexamine the parents‘ opinions (N = 78) on the importance of early reading to thechild. It has been found that parents most often state lack of free time as a reasonfor insufficient reading to or with the child. They also mention that so far theyhaven‘t participated in any of the professional training forms or workshops dealingwith this topic. They believe that due to their busy schedule and work obligations, educational institutions should take on the role of reading to children, as well asstimulating interest in the book. If given the opportunity and leisure, there are someparents who would like to participate in one of the lifelong learning programs.Keywords: child and early reading; child‘s cognitive and emotional development; prereadingskills; parents and educators. - U suvremeno doba nedvojbeno se naglašava važnost čitanja djetetu od najranijedobi njegova života. Iako moderna tehnologija prodire u sve sfere odgoja iobrazovanja djece, ne bi trebalo zanemariti činjenicu koliko snažnu ulogu čitanjeima u budućem, kako kognitivnom tako i emocionalnom razvoju i učenju svakogpojedinoga djeteta. Djeca kojoj se čitalo od rođenja, najčešće imaju dobre temeljeza učenje i uspješno čitanje i u kasnijem životu. Roditeljska uloga neprocjenjivaje u ranom čitanju djetetu jer, osim što se rječnik, mašta i razumijevanje djetetabrže razvija, vrijeme koje roditelj i dijete provedu zajedno iznimno je kvalitetnoprovedeno vrijeme. Stoga je cilj ovoga rada istražiti stavove roditelja o važnostičitanja djetetu od najranije dobi, kao i utvrditi teže li roditelji nekom od oblikacjeloživotnoga obrazovanja u području navedene problematike. U prvoj faziprovedeni su nestrukturirani intervjui s petero roditelja čija djeca pohađaju jednuod ustanova ranoga i predškolskog odgoja i obrazovanja u Međimurskoj županiji.U drugoj fazi istraživanja konstruiran je anketni upitnik kojim se ispitalo mišljenjeroditelja (N = 78) o važnosti ranoga čitanja djetetu. Utvrđeno je kako roditeljinajčešće navode manjak slobodnoga vremena kao uzrok nedovoljnoga čitanjadjetetu ili s djetetom. Isto tako, spominju kako dosad nisu sudjelovali na nekomod stručnih edukacija ili radionica koje se bave navedenom tematikom. Smatrajukako zbog prezaposlenosti roditelja, odgojno-obrazovne ustanove trebaju na sebepreuzeti ulogu čitanja djeci, kao i poticanje interesa za knjigu. Ako im se pružiprilika i slobodno vrijeme, pojedini roditelji željeli bi sudjelovati u nekom odprograma cjeloživotnoga obrazovanja.Ključne riječi: dijete i rano čitanje; kognitivni i emocionalni razvoj djeteta;predčitačke vještine; roditelji i odgajatelji.

ИСПОЛЬЗОВАНИЕ ПОЛИСЕНСОРНОГО ПОДХОДА В ФОРМИРОВАНИИ ФУНКЦИОНАЛЬНОГО БАЗИСА ЧТЕНИЯ ДОШКОЛЬНИКОВ С ОБЩИМ НЕДОРАЗВИТИЕМ РЕЧИ

Увеличение числа детей с общим недоразвитием речи и повышение современных требований ФГОС к эффективности обучения грамоте позволяют актуализировать проблему подготовки к обучению чтению дошкольников с общим недоразвитием речи. Предложен комплексный подход к процессу формирования функционального базиса чтения у дошкольников с общим недоразвитием речи, который основан на использовании полисенсорного подхода. The increase in the number of children with general speech underdevelopment and the increase in the current requirements of the Federal State Educational Standard to the effectiveness of literacy training make it possible to actualize the problem of preparing preschoolers with general speech underdevelopment to learn reading. The article proposes a comprehensive approach to the process of forming the functional basis of reading in preschoolers with general underdevelopment of speech, which is based on the use of a polysensory approach. The influence of the use of the polysensory approach in the formation of the functional basis of reading in preschoolers with General underdevelopment of speech is investigated. The significance of the study is to supplement the theoretical ideas about the originality of speech and non-speech processes of teaching reading to children with general underdevelopment of speech. The expediency of an alternative approach to the training of preschool children with general underdevelopment of speech, including a polysensory approach, is substantiated. The speech therapy program is based on the polysensory approach in the formation of the functional basis of reading in preschool children with general underdevelopment of speech, using all units of reading and including work on the development of attention, visual perception, memory, phonemic hearing and speech.

Intention to Read to Newborns Following a Brief Reading Promotion Intervention among Low-Income Pregnant Women

Introduction. Reading to children can increase word knowledge andsuccess in school. The American Academy of Pediatrics recommendsbeginning reading at birth. However, children from low-incomefamilies are exposed to less words, including reading exposure, thanchildren from high-income families.Methods.xPregnant women attending a community prenatal educationprogram targeted at high-risk and low-income populationswere recruited into this study. Participants completed a pre-survey,engaged with a brief educational intervention, then completed amatched post-survey. Surveys assessed perceived benefits, intendedbehaviors, and self-efficacy regarding reading to their child.Results. Of 61 eligible participants, 54 (89%) completed the study.Participants reported being Black (33%), White (30%), Hispanic(28%), and other race (9%). Average gestational age at enrollmentwas 27 weeks (range 13 to 38 weeks). The average age of respondentswas 26 years (SD = 7.2); 46% reported being pregnant for the firsttime. Following the intervention, no change in knowledge regardingbenefits of reading was observed, however, baseline knowledge washigh (58% - 94%). At post-test, significantly more women reported itwas important to start reading to their child at birth (83% vs 56%; p< 0.001) and that they planned to start reading to their child at birth(70% vs 50%; p = 0.001).Conclusions. A brief educational intervention showed promise inincreasing pregnant women’s intentions to read to their children andshould be considered in conjunction with other reading promotionprograms. Follow-up to assess actual reading behavior is needed.Kans J Med 2019;12(2):50-52.

The Limitations of Reading to Young Children in Literary Arabic: The Unspoken Struggle with Arabic Diglossia

This interdisciplinary paper draws on findings from academic research on Arabic language diglossia demonstrating the linguistic distance between spoken Arabic, a’amiya and written Arabic, fusHa. It extends the implications of these findings to the literature on child development and reading. In this respect, it is is the first study to address the challenges of reading to children in a language diglossia situation. The paper starts by addressing the unfounded popular claim that fusHa and a’amiya are similar. It then outlines relevant practices from developed countries that feature language diglossia and finds no merit in the second popular concern that reading to children in their mother-tongue — a’amiya — would weaken their later grasp of fusHa — the language of education. The common practice of ad hoc on-the-spot translation of fusHa text in storybooks to a’amiya is not optimal for reasons highlighted. Further, the paper discusses the wider proven benefits of reading to children that go beyond literacy, and that are likely forgone by the exclusive focus on producing and reading children’s books in only fusHa. Finally, the study argues that the sociolinguistic nature of a’amiya and the demographics of most Arab countries ought to support a viable market for a’amiya children’s books.

Positives, Potential, and Preparation: Pre-service Special Educators’ Knowledge About Teaching Reading to Children with Down Syndrome

In this era of reading as a priority, research has indicated that children with Down syndrome (DS) can indeed learn to read, attaining functional levels of literacy and beyond. Families of children with DS are also increasingly advocating for reading instruction for their children. However, few studies have examined what beginning educators know about reading and DS. This study explored the knowledge and perceptions of pre-service special educators about the reading needs and abilities of children with DS. Participants were 225 university students, enrolled in special education teaching credential programs in two southern California universities, who completed a survey designed to assess their knowledge of teaching reading to children with DS, as well as to describe their approach to reading instruction with these students. Results showed promising knowledge on the part of these future teachers, but also highlight the importance of adequate teacher preparation in teaching reading to children with DS.

How Nivi Got Her Names by L. Deal

Deal, Laura. How Nivi Got Her Names. Illus. Charlene Chua. Inhabit Media, 2017.Inhabit Media, an Inuit-owned publishing company, has brought to publication another wonderful story celebrating Inuit naming customs and family ties in How Nivi Got Her Names. The story follows young Nivi as she asks her mother how she came to have the names that she has which leads to an explanation of the traditional Inuit naming practices. The introduction by Aviaq Johnston features some basic information into the cultural background surrounding Inuit custom adoption and naming which would be useful to both adults reading to children and educators looking to frame this book within a lesson plan on Inuit ways of life. Similarly, the glossary featured at the end of the book provides readers with aid in translating the various traditional kinship terms that are used throughout the story.It features 32 pages of full-colour illustrations, all of which are vibrant and provide visual interest for readers while the writing is always on a white background to ensure good readability. The text overall is simple and comprehensible to the intended audience of 5 to 7 year-olds, but may be above their reading level, so an adult may need to read this book aloud. For parents, this book could be a great springboard into discussing family stories with their child. For educators and public librarians, this book is a very accessible introduction to a facet of Inuit culture that could easily be used during reading times or in the classroom.Highly recommended: 4 stars out of 4Lorisia MacLeod is a second year Masters of Library and Information Studies student and Indigenous Intern at the University of Alberta. When not working on her studies, Lorisia enjoys reading almost any variation of Sherlock Holmes or travelling.