This document discusses reading and literacy development at school and home. It covers the five dimensions of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. For each dimension, it provides examples of how reading is taught at school and how parents can support reading development at home through activities like reading aloud, playing word games, visiting the library, and modeling reading. The document emphasizes the importance of collaboration between home and school to help children become proficient readers.

1. Reading And Literacy Development
At School And Home
Presented by Amy Crandall
Tritt Elementary School

2. Table Talk
• What is one of your earliest memories with
reading?
• What was your favorite book as a child?
• Does your child see you read much now?

3. When does reading instruction begin?
• Emergent comprehension considers children’s early
experiences as foundations upon which to support later
text comprehension.
Dooley and Matthews (2009)
• Your child has been developing reading skills for
the last 5-6 years.

4. Did you know?
• Children who are read to
– do better in school
– have more self-esteem and confidence
– will independently read a book that is read to them
Evans (1999)

5. The Five Dimensions of Reading
“When children become good readers in
the early grades, they are more likely to become
better learners throughout their school years and
beyond.”
National Reading Panel (2000)
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension

6. Phonemic Awareness
• Recognize words that begin with the same sound
– Ball, big, boat
• Isolate the first or last sound in a word
– /g/ for dig
• Blend the separate sounds in a word to say the word
– "/m/, /a/, /p/-- map."
• Segment a word into its separate sounds
– "up--/u/, /p/"

7. Phonemic Awareness
School - Home Connection
At School: At Home:
• Provide opportunities for • Read daily to your child
children to practice with • Visit the library
the sounds that make up • Play alphabet games
words . • Play rhyming games
• help children learn to • Model reading
recognize letter names and
shapes.
•Read to students every
day.
Family involvement theory and children’s academic achievement (Galindo and Sheldon, 2012)

8. Phonics
• Recognize word patterns in order to decode
words easily. For example,
– silent e, (bake, kite)
– Diagraphs th, sh,ch (chin, bath)

9. Phonics
School – Home Connection
At School: At Home:
•Teach how sounds and •Read daily to your child
letters are related •Go on a “word hunt” before
•Provide opportunities to reading a book.
practice the letter-sound •Visit the library
relationships they are •Allow your child to practice
learning reading to you
•Model Reading

10. Fluency
• The ability to read text accurately and
quickly.
• Readers can now focus on the meaning of text.
• Sight Word Mastery

11. Fluency
School – Home Connection
At School: At Home:
• Practice reading sight •Listen as your child reads aloud
words in learning centers •Review sight words
•Provide opportunities to •Choral read stories
reread stories to self and •Practice reading familiar books
others. with expression
•Go on a “word hunt” before
reading a book

12. Vocabulary
• Words we must know to communicate
effectively.
• Two Types of Vocabulary:
– Oral Vocabulary
– Reading Vocabulary

13. Vocabulary
School – Home Connection
At School: At Home:
•Provide opportunities to •Read predictive and wordless
use new words orally and books to your child
during reading. •Talk often with your child
•Teach the meaning of the
new words.

14. Comprehension
First we learn to read and then we read to learn
Jeanne Chall (1983)
• Process of understanding or making meaning
when reading
• Students should:
– be aware of what they understand,
– identify what they do not understand, and
– use strategies to resolve problems in comprehension.

15. Comprehension
School – Home Connection
At School: At Home:
•Preview a book •Read predictive and wordless
•Make connections to story books
with self, other text •Practice reading familiar
•Answer Who? What? books for expression
Where? When? Why? •Before reading: Go on a
•Demonstrate what good “picture walk”
readers look •After reading: ask questions
•Play “Stump Me.”

16. The Bottom Line….
“Nothing is greater to a child, than a teacher and
the parent coming together for their sake.”
Sokolinski (2012)

17. References
Armbruster, Bonnie; Lehr, Fran, & Osborn, Jean. (2006). A child becomes a reader: Kindergarten through
grade 3. Proven ideas from research for parents. Third Edition. National Institute for Literacy.
Retrieved from ERIC (ED512442).
Dooley, C. & Matthews, M. (2009). Emergent Comprehension: Understanding Comprehension
Development Among Young Literacy Learners. Journal of Early Childhood Literacy, 9, 269-294.
Elish-Piper, Laurie (2010). Understanding reading comprehension: Information and ideas for parents
about reading comprehension. Illinois Reading Council Journal, 38 (3), 48-52.
Elish-Piper, Laurie, Almburg, Anne, Di Domenico, Paula, Henry, Michael, Morley, Samantha, & Sokolinski,
Susan. (2012). Parent involvement in reading. Illinois Reading Council Journal, 40 (3). 55-60.
Evans, Sue. (1999). Parent power: Helping your child become a better reader. Retrieved from ERIC.
(ED426354).
Galindoa, Claudia & Sheldon, Steven. (2012). School and home connections and children’s kindergarten
achievement gains: The mediating role of family involvement. Early Childhood Research
Quarterly, 27, 190-103.
Granfield, Michelle & Smith, Christy. (1995). Teaching parents reading strategies: Changing parents
attitudes towards reading at home. Retrieved from ERIC. (ED382940).
National Institute for Reading. (). Putting reading first: Helping your child learn to read. Jessup, MD:
Partnership for Reading.
National Institute of Child Health and Human Development (2001). Put reading first: The research
building blocks for teaching children to read. Retrieved on July 9, 2012:
http://www.nichd.nih.gov/publications/pubs/PRF-teachers-k-3.cfm#phonemic
National Reading Panel. (2000). Teaching children to read. Report by the National Reading Panel.