READING

At Chapter 82, we connect children to the power of stories. We get children reading for a purpose; whether that be for fun, for information, or many other reasons. We want reading to be meaningful. For some children, the process of learning to read becomes a chore, something they might comply with a school at best and resist at home. For the child it can feel like a series of non-negotiable tasks to complete, to acquire unconnected skills which must be learnt and then applied. A strong emphasis can be placed on fluency, accuracy, speed and comprehension. We want the emphasis to be on enjoyment and engagement. If reading materials don’t have a purpose beyond decoding marks on a page, how can we expect those who have become disengaged or those who simply cannot read the words on the page to be able to truly engage and enjoy what they are presented with?

How can we expect them to transfer these skills if they aren’t invested in their reading? Reading unlocks so much of the world to us and gives us insight and understanding. If we want children to learn how to read, we need to take a step back and re-engage with vital pre-reading skills which are so crucial and integral to Early Years settings but somehow often neglected as children enter Key Stage 1 and beyond.

We want to re-frame how children look at reading and we do this by working with parents and educators to re-frame expectations and to nurture the child’s innate love of stories.