Presentation on theme: "How Reading matters in childrens development SLANZA Conference Cathy Wylie 16 July 2013."— Presentation transcript:
How Reading matters in childrens 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 How do educational and home experiences help reading development? How does reading feed children and young peoples development?
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 countrys longitudinal projects, only one with a prime education focus Funded by Ministry of Education & NZCER
Competencies Chosen if linked to –learning as children & adults –participation in social & work worlds
Cognitive competencies Reading comprehension (& early skills) Writing Maths Ravens standard progressive matrices
Attitudinal competencies Communication –Listening –Speaking Perseverance Self-management Social skills Curiosity
Contexts for competencies ECE, school, & class experiences family resources out-of-education experiences friendships values thoughts for future
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 Age 5 levelAge 6 levelAge 8 level cognitivecognitivecognitive attitudes attitudesattitudes
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 Home reading & writing activities linked to childrens 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 Print-saturated ECE environments linked with childrens 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 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 visible on a variety of surfaces at childs 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… 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 Enjoyment of reading Engagement in learning X Overuse of TV or electronic games
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 childrens 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 der Voort 2001
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 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 2010, on-line; 4503 UK children, aged 8-14 Measures of –Reading enjoyment –Reading behaviour –Reading attitudes –reading attainment (from teachers)
Below expected level for age At expected level for age Above expected level for age I enjoy reading32%66%82% I only read in class48%11%10% Read outside class less than 2-3 times a week 60%32%22% Reading is a skill for life65%81%86% Reading helps me find what I want or need to know 58%70%76% I cannot find interesting things to read 45%25%18%
Model of reading enjoyment & reading attainment Reading enjoyment Reading attitudes Reading behaviour Reading Attainment.126.96.36.199
The library as hub Print-saturated Sufficient range for interests & purpose Modelling paths of choice & critique Deep Enjoyment