The importance of reading stories at the beginning of elementary school

 

By school age, most of a child's language acquisition occurs through the auditory canal.

The child acquires the language from its hearing, practices its sounds by production, gives himself feedback, and corrects accordingly.

This way the child increases the vocabulary and vocabulary he has.

However, from school age, the language to which the child is exposed is a written language in addition to the bee language.

 

Many parents from school-age give up reading stories with the thought that the child is already too old to read, that "it is time for him to read on his own."

And along with the daily hardships of reading the books becomes secondary and slowly disappears.

 

It is important to know that in early school classes, a child's reading abilities develop, and there is a gap between reading ability and comprehension ability.

The child is busy acquiring the letters, the punctuation, the combination of the letters and the punctuation for meaningful combinations and words. It is a process that requires the child to have multiple learning and processing abilities, and the child is not available in the initial stages to extract high meaning from a text as required by his chronological age.

 

When parents give up reading, there is a reduction in the child's exposure to age-appropriate language, and to texts that require high comprehension abilities, such as

the characters' internal motivations, inference, age-appropriate vocabulary, and complex syntactic structures such as waivers (although…). While…), and the like.

 

In many schools today, there is an hour in the system in first and second grades, called "story time". Parents sometimes raise an eyebrow and ask why the child needs storytime if he or she acquires reading and writing. The answer: lip exposure is adapted to the age of the child, and not to his developing reading abilities.

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What can be done at home to continue exposing the child to age-appropriate language?

Continue reading books suitable for school ages.

Let the child choose books according to his loves and inclinations and read at a set time free from environmental stimuli as much as possible.

Talk about what we read: "What do you think they will do now?" "I'm a little nervous about it." "Why do you think he did that?".

In a situation where we talk about what we have read, we allow the child to process the information he has heard, encourage inference, the ability to predict and understand the hidden motives of the characters. As a child is exposed to a discourse about the book, he will begin to increasingly seek the same insights in subsequent books and stories, and the ability to understand will develop accordingly.

Expose and read to the child a variety of texts around us:

a recipe for foods, instructions for games, a description of a historical site during a trip, an article on one of the sites we visit, and the like.

Such exposure will allow the child to become familiar with a wide variety of vocabulary, syntactic structures, and different insights from the various texts that surround us.