Book, Books, All Around Me!

Ten Fun and Easy Ways to Include Reading Every Day Ingrid Haynes-Mays, Ph.D. & Delilah Ann Davis, M.Ed.
Category: Education Ingrid Haynes-Mays is currently the Director of NCATE for Texas Southern University and the President elect of the National Literacy Professional Development Consortium. Dr. Haynes-Mays received her Ph.D. in Curriculum and Instruction with an emphasis in TESOL for the University of Mississippi, her Masters of Education in Reading from Texas Southern University and her Bachelor of Science in Elementary Education from Texas Southern University. Dr. Haynes-Mays' research interests include areas related to literacy and language development. She has presented and published numerous articles on the above topics. She has also authored several books-- A Recipe for Hands-On Activities for teaching Phonemic Awareness in the Primary Grades and 50 Plus Instructional Strategies for Students in Grades 612 .

Ph.D in Curriculum and Instruction, Major (TESOL) Teaching English to Students of Other Languages, University of Mississippi M.Ed. in Curriculum and Instruction, Specializing in Reading, Texas Southern University B.S. in Education (Elementary/Language Arts), Texas Southern University

Delilah Davis, M.Ed., Director of Early Childhood Studies Lemoyne Owen College Department of Education

Delilah A. Davis is currently the Director of Early Childhood Studies at Lemoyne Owen College. Mrs. Davis earned her Masters from University of Memphis and is currently completing her doctorate in Curriculum and Instruction with an emphasis in Early Childhood at the University of Memphis. She earned her Bachelor of Science in Early Education from University of Tennessee at Martin. Mrs. Daviss research agenda includes early literacy development and language acquisition. Additionally, Mrs. Davis is a sought after presenter in the area of early childhood literacy development.

M.Ed. in Curriculum and Instruction, Early Childhood, University of Memphis B.S. in Education Elementary Education, Early Childhood, University of Tennessee at Martin

As we reflect on the path of motherhood, we often discuss the times when our children were younger and had a particular book what could not be lost. We laugh at our impossible attempts to lose a book to prevent having to read it for the zillionth time at bedtime. Every night, over and over the same book- what a thought! However, what we know about that experience is language acquisition was being developed as that worn and tattled book received its nightly reading. Moreover, hearing repetitive language was important to the future reading success of our children. This brings us to explore what we have discovered as mothers and educators. Educators stay attuned to the latest research on how to help children become more proficient readers. But if a child does not learn to read in the early grades, there are few opportunities for them to catch up (Adler & Fisher 2001). The extent of a childs exposure to reading before the early school years is not only important but also a very critical. Parents can lead children to the path of early literacy in very creative and in non threatening environments. Cline and Necochea (2003) explain that storytelling is very effective in developing early literacy skills of children. Children enjoy listing and sharing familiar stories. Now, how can parents fit reading into their everyday life? Here are ten easy and fun ways to make reading a part of every day, even when you are tired, its bedtime, or even when your child wants to read the same story over and over again. 1. Read and reread your childs favorite book. Rereading the same story allows children to become familiar with the story pattern, vocabulary and the sequence of events that happen within the story. Children are also able to develop print concepts in which the reader models reading left to right. After many nights of reading the same book over and over again, allow the child to read book. You will find that they can read the entire book and almost repeat every word on the page. 2. Read the Comic Section of the Newspaper. Oftentimes children enjoy imitating what they see us doing as parents. Many of us enjoy reading the morning paper and drinking our coffee. The next

time you find yourself reading the paper- give your child the comic strip and allow them to read funny characters. 3. Record Yourself Reading Books on Tape Record yourself reading your childs favorite book and allow them to play it over and over. You can play these tapes in the car while taking a trip or allow your child to listen to the take before falling asleep. Listening to stories on tape actually builds your child listening comprehension skills. 4. Leave Closed Captioning on While Watching Television Closed captioning on the TV allows the child to see the relationship between spoken and written words. Children are able to build a greater understanding of what is spoken can be written in print. 5. Save Junk Mail, Flyers and Postcards Junk mail, flyers and postcards are very good aids for helping children build their reading skills. Parents can ask children to hunt for and cycle letters in their name or the parents name. They can also hunt for sight words that they know. Children can also take the pictures from the junk mail and create stories. 6. Playing I Spy Playing I Spy with my child and my students in my Kindergarten was a treat. The student would be so excited- they could hardly control their wiggly bodies. In order to play the game, you will need some large giant sunglasses. You can find these sunglasses at the dollar store or party store. Children can I Spy objects in the car, house and grocery store. For example, while shopping in the grocery store you can ask your child to find objects that begin with certain letters (i.e., Which vegetable begins with the letter /b/). 7. Cooking with Your Child Cooking can also develop your childs literacy skills. Children enjoy cooking and they enjoy you eating their cooking. You and your child can read recipes together, read the labels on the ingredients together as well as make family cookbook of favorite recipes. 8. Subscribe to Childrens Magazine Young children want to grow up so quickly and do many of the things they see their parents do daily. This includes receiving mail. What better way to

encourage reading than through a magazine subscription. Most magazines designed for young children have activities families can do together, which is an excellent way continue to motivate and encourage reading. 9. Talk to Your Child Oral language is the foundation for reading. Listening and speaking are a childs first introduction to language. Talking and singing teaches your child the sounds of language, making it easier for them to learn how to read. Children enjoy listening to stories about yourself when you were a child, stories about their grandparents and other relatives. Sing songs, such as the alphabet song, and recite nursery rhymes, encouraging your child to join in. 10. Reading with Computers

Computers can't replace the reading and writing activities discussed earlier. But computers can support what these activities teach your child. There is a lot of software that offer activities that can both grab your child's interest and teach good lessons. Children as young as 3 years old, though they can't read yet, may still have fun using some of the colorful, actionfilled programs with enjoyable characters. The ability to read is vital. It paves the way to success in school, which can build self-confidence and motivate your child to set high expectations for life. Even though we have organizations such as the National Association for the Education of Young Children working tireless to promote language and literacy acquisition in early learning settings, a large piece to remember is helping your child learn to read does not start in kindergarten, but from birth (Copple,2009). Your everyday routine can help build your childs literacy skills and ultimately help him or her be a successful reader. References Adler, M., & C Fisher. (2001). Early reading programs in high-poverty schools: A case study of beating the odds. The Reading Teacher 54 (6): 61619. Cline, Z., & J. Necochea. (2003). My mother never read to me. Journal of Adolescent and Adult Literacy 47 (2): 122-26 Copple, C. &Bredekamp, S. (2009). Developmentally Appropriate Practice in Early Childhood Programs. Washington, D.C.