Interactive Book Reading - Enhancing the Language Development of ALL Children

Caroline Rendle, Speech & Language Therapist in collaboration with Gylemuir NS & St Joseph’s RC NS staff

SPEECH AND LANGUAGE THERAPY SERVICE

Once upon a time..... Research identified interactive book reading as an evidence based, language learning opportunity for nursery and early primary school children. Key elements of interactive book reading are:

Read the story to a small group Repeat the same story over a number of sessions Offer a rich explanation of target vocabulary Encourage the children to join in with repetitions Ask open ended questions Link target vocabulary to curricular activities Talk about the story, its key ideas and link to children’s own personal experiences

Then step by step..... The speech and language therapist and the nursery staff developed a shared understanding of interactive book reading and its use in the nursery setting by: Observing each other reading to mixed ability groups of 10 children Discussing how to select books and target vocabulary Using Marion Blank’s Levels of Questioning to pre-plan questions for stories Problem solving barriers to implementation Evaluating any changes in the children

“Able to sit better; understand the story more; and learning new words.” Nursery teacher

“Getting the children that don’t answer to answer on occasions; and the children who [usually] answer [are] giving more detailed answers.” EY Practitioner

“They know the story well and understand what the focus words mean.” EY Practitioner

“Children are more focused. They ask more questions about the book. They are able to retell the story.” EY Practitioner

“They are much more able to join in with the repetitive parts; to say something in our discussion after the story; and enjoy helping retell the story using the props.” Nursery Teacher

Finally..... Three months post-implementation, all staff at one nursery made positive comments about the changes in the children’s oral language skills. One year on from implementation, staff at a different nursery commented on changes they continued to notice in their children’s language. Only 1 member of staff, who had not been part of the initial training, did not feel able to comment.

“Children are a lot more involved and will notice or say ‘that’s a Boost Word’.” EY Practitioner

“Their play together in the nursery often contains elements of the story or alternative versions.” EY Practitioner

.....Next ...... Liaise with nurseries to support involvement of new staff Link with parents to inspire interactive book reading at home Involve SLTs to implement in other cluster nurseries Share resources

References: Collins, M. (2010). ELL preschoolers’ English vocabulary acquisition from story book reading. Early Childhood Research Quarterly, 25, 84–97. Dockrell , J.E. et al (2010) Developing a Communication Supporting Classrooms Observation Tool, Better Communication Research Programme Report Dockrell, J. E., Stuart, M., & King, D. (2010). Supporting early oral language skills for English language learners in inner city preschool provision. British Journal of Educational Psychology, 80(4), 497-515. Blank, M., Rose, S.A. & Berlin, L.J. (1978a) The Language of Learning: the Preschool Years, NY: Grune & Stratton