This document discusses the importance of phonemic awareness in learning to read. It provides research evidence that phonemic awareness is the strongest predictor of reading success and the lack of phonemic awareness makes learning to read very difficult. Phonemic awareness involves being able to hear and manipulate the individual sounds in spoken words. The document emphasizes that phonemic awareness can be developed in children through activities that encourage exploring and manipulating sounds in language. Screening for phonemic awareness is important to identify any children who may need additional support. Providing systematic phonics instruction integrated with other reading instruction in phonemic awareness, fluency and comprehension can create an effective reading program.

8. Say the word (grass)
Listen for the speech sounds
____ _____ _____ _____
1 2 3 4
Imagine you are taking a picture of each of the
4 speech sounds with your speech sound camera
– what might each one look like?
Which sound pic shall we choose?
The children imagine they are taking pictures of the 4 speech sounds, and choose
sound pics (representations) When you talk about letters these are simply letters
of the alphabet – and also have their own name. So, yes, this is an ‘es’ but what speech
sound is it a picture of? It’s one (there are 8 or 9) of the pictures for the speech sound ‘ssss’

12. Neuroscientist perspective (video)
Dr Tallai

13. Key Research Findings About Phonemic Awareness:
Research has identified phonemic awareness as the most potent predictor of
success in learning to read. It is more highly related to reading than tests of
general intelligence, reading readiness, and listening comprehension
(Stanovich, 1986,1994).
The lack of phonemic awareness is the most powerful determinant of the
likelihood of failure to learn to read because of its importance in learning the
English alphabetic system or how print represents spoken words. If children
cannot hear and manipulate the sounds in spoken words, they have an
extremely difficult time learning how to map those sounds to letters and
letter patterns - the essence of decoding. (Adams, 1990).
It is the most important core and causal factor separating normal and
disabled readers (Adams, 1990).
It is central in learning to read and spell (Ehri, 1984).

14. Phonemic awareness can be developed in children by providing them with rich
language experiences that encourage active exploration and manipulation of sounds.
These activities lead to significant gains in subsequent reading and spelling
performance. Most children will learn basic phonemic awareness from these activities.
Some children need more extensive assistance. Children should be diagnosed mid-
kindergarten to see if they are adequately progressing, and if not, given more
intensive phonemic awareness experiences. For all children, the more complex
phonemic awareness abilities are learned in the context of learning letter/sound
correspondences.
A close relationship exists between a child's control over sounds and his reading
ability. Some quick test instruments that reliably assess development of phonemic
awareness in about five minutes include the Rosner, the Yopp-Singer tests, and the
Roswell-Chall.
In numerous studies, correlations between a kindergarten test of phonemic awareness
and performance in reading years later are extremely high. Thus, phonemic awareness
has been identified by researchers in replicated studies in many countries as a very
potent predictor of success in reading and spelling achievement. In fact, Professor
Yopp indicates that such high correlations remain even after controlling for
intelligence and socio-economic status.

15. In case you were wondering why SSP assessments, and monitoring
tasks have been created in this way (see
slideshare.net/readingwhisperer to download)
Hallie Kay Yopp, Ph.D, Professor, Dept. of Elementary and Bilingual Education,CSU
FullertonProfessor Yopp addresses the critical role of phonemic awareness in the
early stages of reading acquisition. She defines phonemic awareness as "the
awareness that phonemes exist as abstractable and manipulable components of
spoken language. It is the ability to reflect on speech and experiment (play) with its
smallest components (phonemes). Phonemic awareness is not phonics and not
auditory discrimination.“
The research outlines a progression of phonemic awareness development in pre-
school, kindergarten, and early first grade that includes the ability:
to hear rhymes or alliteration
to blend sounds to make a word (e.g., /a/-/t/ = at)
to count phonemes in words ( how many sounds do you hear in "is"?)
to identify the beginning, middle, and final sounds in words
to substitute one phoneme for another (e.g., change the /h/ in "hot" to /p/)
to delete phonemes from words (e.g., omit the /c/ from "cat")

16. http://www.csus.edu/ier/reading.html
Excellent paper that shows why SSP is
being developed in this way
by the Reading Whisperer
Emma Hartnell-Baker

17. Australian Inquiry into the Teaching of Reading (2005)
The Inquiry found that in the first three years of school – and
beyond if necessary – all children learn to read most effectively
through an approach to reading that explicitly teaches:
phonics (or the relationship between letters and sounds)
phonemic awareness (or the ability to hear and manipulate the sounds in oral language)
fluency (or the ability to read quickly and naturally, recognise words automatically, and
group words quickly)
vocabulary knowledge (or understanding new words and what they mean)
text comprehension (or understanding what is being read and developing
higher-order thinking skills)
http://www.curriculum.edu.au/leader/report_of_the_national_inquiry_into_the_teaching_o,12633.html?issueID=9803

18. The evidence is clear ... that direct systematic instruction in phonics during
the early years of schooling is an essential foundation for teaching children to
read. (p. 11)
The attention of the Inquiry Committee was drawn to a dichotomy between
phonics and whole-language approaches to the teaching of reading. This
dichotomy is false. (p. 11)
Members of the Committee found it a moment of awe to observe an effective
teacher, with a full range of skills to teach reading, working with a whole class
and having each child productively develop their literacy skills. Such teaching
is highly skilled and professional. (p. 11)
The Inquiry found strong evidence that a whole-language approach to the
teaching of reading on its own is not in the best interests of children,
particularly those experiencing reading difficulties. (p. 12)
Whereas the ‘starting' levels of children from less advantaged backgrounds is
lower than those from more advantaged backgrounds, findings from a large
body of evidence-based research consistently indicate that quality teaching
has significant positive effects on students' achievement progress regardless
of their backgrounds. (p. 12)
The quality of teaching provided is fundamental to children's success in
reading ... this report places a major emphasis on teacher quality, and on
building capacity in teachers towards quality, evidence-based teaching
practices that are demonstrably effective in meeting the developmental and
learning needs of all students. (p. 12)

19. 20 key recommendations from the National Inquiry into the
Teaching of Literacy (Australia) include;
That teachers be equipped with teaching strategies based on
findings from rigorous, evidence-based research that are shown
to be effective in enhancing the literacy development of all
children.
That teachers provide systematic, direct and explicit phonics
instruction so that children master the essential alphabetic code-
breaking skills required for foundational reading proficiency.
Equally, that teachers provide an integrated approach to reading
that supports the development of oral language, vocabulary,
grammar, reading fluency, comprehension and the literacies of
new technologies..
Read The Australian Jan 2013 http://www.theaustralian.com.au/opinion/rowe-inquiry-
spelled-out-how-children-can-be-taught-to-excel-in-reading/story-e6frg6zo-1226556959946

20. Rose Report 2006 (UK) specified what the curriculum needs to include
eg In the UK Foundation Stage (aged 3 – 5) they should include within ‘communication, language and literacy’:
• hearing and saying initial and final sounds in words, and short vowel
sounds within words
• linking sounds to letters, naming and sounding the letters of the alphabet
• using phonic knowledge to write simple regular words and make phonetically plausible attempts at more
complex words
In the programme of study for Key Stage 1 (P-2) for speaking and listening, pupils should be taught to:
• identify and respond to sound patterns in language (for example, alliteration, rhyme, word play).
The programme of study for reading includes work on ‘phonemic awareness and phonic knowledge’.
Pupils should be taught to:
• hear, identify, segment and blend phonemes in words
• sound and name the letters of the alphabet
• link sound and letter patterns, exploring rhyme, alliteration and other sound patterns
• identify syllables in words
• recognise that the same sounds may have different spellings and that the same spellings may relate to different
sounds
and in writing, should be taught to:
• write each letter of the alphabet
• use their knowledge of sound-symbol relationships and phonological patterns (for example, consonant
clusters and vowel phonemes) as well as to:
• write familiar words and attempt unfamiliar ones.
https://www.education.gov.uk/publications/eOrderingDownload/0201-2006PDF-EN-01.pdf

21. Also see the US review from the National Reading Panel
TEACHING CHILDREN TO READ: An Evidence-Based Assessment of the Scientific Research
Literature on Reading and Its Implications for Reading Instruction
In April 2000, the National Reading Panel (NRP) released its research-based findings in two
reports and a video entitled, "Teaching Children to Read."
Written materials may be viewed online in HTML format or downloaded in PDF format. You may also order NRP publications and materials, including the
full-length 20-minute video, from the Eunice Kennedy Shriver National Institute of Child Health and Human Development Clearinghouse.
Taken from report
Teachers must understand that systematic phonics instruction is only one component—
albeit a necessary component—of a total reading program; systematic phonics instruction
should be integrated with other reading instruction in phonemic awareness, fluency, and
comprehension strategies to create a complete reading program.
While most teachers and educational decision makers recognize this, there may be a tendency
in some classrooms, particularly in 1st grade, to allow phonics to become the dominant
component, not only in the time devoted to it, but also in the significance attached. It is
important not to judge children’s reading competence solely on the basis of their phonics skills
and not to devalue their interest in books because they cannot decode with complete accuracy.
It is also critical for teachers to understand that systematic phonics instruction can be provided
in an entertaining, vibrant, and creative manner.

22. In 2009 Victoria had a great framework – teachers just
needed to more guidance about ‘how’
http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/keycharliteracyp6.pdf
…effective literacy teachers:
• use students’ oral language competencies as the starting point for teaching reading and writing
• teach English language and conventions using relevant and authentic texts and contexts
• engage students in speaking and listening tasks in English to consolidate and expand student
understanding of the social and learning contexts and purposes for which English is used - telling a
personal story, responding to and asking simple questions, retelling stories, listening to stories, giving
and following simple instructions, participating in social interactions
• teach phonological knowledge and phonemic awareness –awareness of the sounds in spoken language
including individual sounds within words
• teach reading of a range of simple texts, including multimedia texts–comprehension of texts; including
prediction based on semantic and syntactic information, identifying the storyline, the use of pictures,
vocabulary, fluency and letters-sound relationships (phonics)
• teach early concepts about print in reading and writing including spatial and directional conventions of
writing, one-to-one matching, concept of a word and a letter and locating initial and final letters
• teach writing –composition of brief texts about topics of personal interest in print and digital settings,
introducing basic punctuation including full stops and capital letters, the formation of upper and lower
case letters, spelling of frequently used vocabulary and strategies to attempting to spell words by writing
one or more of the letters in words and matching letters with their common sounds.

23. • In 2010 NSW had developed strategies in line with the
Inquiry, addressing the recommendations…
http://auspeld.org.au/2010/10/14/only-nsw/
……FOUR years after the national inquiry into teaching reading, one Australian
government has finally embraced the key recommendation that children be taught the
sounds that make up words as an essential first step in learning to read.
The NSW government has released literacy teaching guides incorporating the latest
research evidence on the best way to teach reading.
The guides mandate that children from the first years of school be explicitly taught the
sounds of letters and how to blend and manipulate sounds to form words in daily 10
to 20-minute sessions.
The guides set out key principles for teachers to follow in reading
instruction, stipulating that phonics need to be taught to a level where children can
automatically recall the knowledge…..
Professor Coltheart, said he understood the new national English curriculum being written
would include extensive material on the teaching of phonics in the early years of school,
including phonemic awareness in the first year.
“This alignment between the national curriculum and the NSW guides for teachers is
going to be of enormous benefit for the state’s young children. I hope other states will
be following in NSW’s footsteps,” he said.

24. The new National Curriculum
does NOT recognise these important elements.
Phonemic awareness- the biggest predictor of reading
difficulties – is difficult to find there.
The way in which phonics is included will make the
teaching of reading and spelling very difficult, not only
for many students, but also teachers.
Teachers are being asked to teach spelling in ways that
start from print, not speech.

25. In fact International comparisons of student
reading levels released at the end of last year
ranked Australia 27th of 50 countries.
The Australian – article Jan 2013
http://www.theaustralian.com.au/opinion/rowe
-inquiry-spelled-out-how-children-can-be-
taught-to-excel-in-reading/story-e6frg6zo-
1226556959946

26. • Despite the confusion, Read Australia aims to give
teachers and parents what we have known they
need, even before the Inquiry in 2005, through SSP.
In order to reach as many people as possible this is
offered for free, funded by school PD training funds.
These funds go back into creating more and more
resources. We can keep moving forwards…..
So let’s put it all into perspective, and get started..…

27. “ Oh how much they miss, when
they cant read, can read but dont
want to read, or a combination
of the two! Its not just the
foundation for academic
achievement but for discovery
and wonder ! “
Miss Emma

31. SSP breaks it down into specific skills
* Children won’t
understand These
concepts if they can’t
hear the speech sounds

32. * Children won’t understand these concepts/ skills if they can’t hear the
speech sounds (phonemic awareness)
Marilyn Adams, Ph.d., Senior Scientist, Bolt Beranek and
Newman, Inc.
• Dr. Adams focuses on the need for children to develop
automatic word recognition and the system to achieve this. Dr.
Adams supports Dr. Yopp's conclusion that training in phonemic
awareness is the foundation for learning to recognize words. Such
training is necessary because most children enter kindergarten
without the conscious awareness that words are made up of distinct
sounds; rather they hear words as complete units. Dr. Adams
discusses the value of whole language in encouraging flexible class
organization, the use of quality literature, and the emphasis on early
writing. However, she faults the methodology of whole language for
operating under the mistaken assumption that skillful readers
"skip, skim, and guess" instead of reading what's on the page.

33. The whole of
the code can
be taught
using SSP
within Prep
and Year 1
if every child
has good PA

34. This means that screening Prep children for
phonemic awareness must be our first
priority, alongside oral language
development.
It really doesn’t matter if they already know
letter names or even the speech sound they
represent when they enter school. We need
to test for the way in which their brain
processes speech sounds. If we get that right,
the rest is far easier for everyone.

36. They have been developed
by Emma Hartnell-Baker BEd Hons (Early Years
Specialism) MA Special Educational Needs (inc
Dyslexia), a former Early Years Education Inspector
for UK Education Dept (OFSTED) to offer every
parent and teacher the skills needed to help any
child learn to read and spell before they enter yr 2.
The aim is the SSP creates a supportive
community, all striving to prevent literacy
difficulties, and to overcome them if already

38. SSP goes far deeper than ‘teaching
reading and spelling’ as children are
taught (and guided to discover) the
alphabetic code. It is deeply layered,
including all necessary elements, and
also allows for children to work at their
own pace.
Watch Prep aged children reach the Blue Level in less
than two terms, and see how effectively they tackle
unfamiliar words within reading and spelling activities.
www.youtube.com/soundpics

40. Alongside this explicit teaching
children also investigate the code, and
use the Speech Sound Clouds

42. Children discover the code using
everyday objects

45. To develop exceptional spelling (encoding) skills we need to
start from SPEECH. If children cannot hear the smaller parts
in words (phonemic awareness) they will not be able to
develop these skills. They need to SEE words as made up of
speech sound pics (pictures of the speech sounds, not letters)
At all times, from term 1 of Prep, those using SSP try to see sound pics
in words, and encourage children to do the same. This really helps to
shape their reading AND spelling brains and prevent difficulties. It also
allows teachers to see where there are gaps in PA and code knowledge.
Use every opportunity to do this !
Questions? Emma@ReadAustralia.com

46. Practice this yourself!

55. Everything is chosen to shape reading and spelling
brains- including letter formation in Prep
Please download the letter formation or home folder
powerpoint www.slideshare.net/readingwhisperer
Children need to practice all letters of the alphabet as soon as
possible, regardless of the phonics teaching. However using the
phrase will actually also help with the phonics!
All RWI letters and phrases are shown, and can be used on
whiteboards.

57. Children meet the Speech Sound
Family within the online lessons
www.youtube.com/soundpics

58. New free resources for each level
are on slideshare.net/readingwhisperer
Simply save to your laptop, and the power point presentation (including
animations) will work in your classroom. Ideal for the whiteboard. For example
* Decoding – specific practice using only their sound pics and helpful words
* Encoding – specific practice using only their sound pics and helpful words
If children are ready for more than the level the class is working on, they can
progress. Children who need additional work to keep up, can also use these with
TAs. (Covered in another twilight PD)
*Home Folders (again, TAs’ can make good use of these to help monitor
individuals)
* Assessments (screening Preps, monitoring progress of each
individual, assessing new older students) Emma will offer some free training to
TAs so that they can undertaken these assessments.
* All Speech sound clouds (recently updated)

59. Including fun resources to help
children with common issues
Shhhhhh ! Don’t tell anyone our tricks!
Don’t be a cheeky monkey !!

60. deb
bed
ed No room to sleep ! I need the bed posts
the other way around to make a bed
__ ____
1 2

61. When they see this sound pic
they say
Cuckoo! Cuckoo !!
Is it oo as in look or oo as in moon?
Put eyes on them when
it’s an ‘oo’ as in look !
cook

62. SSP scaffolds learning, with skills and
concepts clearly set out within each
level.
These link with the SSP assessment
and monitoring tools.
(see slideshare.net/readingwhisperer)
Home Folders are created to support
the approach at home

65. Teachers/ Parents - ‘helpful words’ list
How any words are added to their
folders after the first 11 depends
on the child.
As you progress, point out when the
child can now decode the words (as
the child learns more sound pics)
These are high frequency words, not
‘sight words’ – and most can be decoded
when the child has covered those sound
pics.

66. The King is one of the main members
of the Speech Sound Family

67. Along with the Speech Sound Cow, the Dancing
Clowns and the Pesky Speech Sound Frog

69. Why have so much fun
while learning to read ?
The premise that literacy is associated with school achievement
participation in a democracy, and self-fulfillment is widely held.
Why then don’t students read more?
Some suggest that the way reading is taught is not conducive producing students who
love to read. In a study for UNESCO, Irving (1980) found that most respondents made
no association whatsoever between reading and pleasure. I doubt that has
changed in over 40 years, for a lot of people!
Let's change that. Let's bring back reading for pleasure !!
To do this we of course need to first ensure that every child CAN read- as quickly and
easily as possible (finding it difficult isnt fun). While learning they are immersed in
language and literacy, with a range of books and reading material available.
But let's not put the cart before the horse. Teaching children to read (and spell) in Prep
would be my number 1 priority if I was a Principal. If teachers are given the opportunity
to use SSP (and ideally get training) they are also able to problem solve, explore,
develop verbal, personal, social and emotional intelligence and more, within this
approach to literacy. Its not just an approach to teach reading, its an approach to
support young minds, develop great learning skills, a positive approach to 'learning',
self awareness of their strengths and weaknesses, and a desire to READ for PLEASURE !

70. Explicit phoneme teaching order within SSP
There are 4 SSP Levels, and within each children not only
learn the most commonly used speech sound pics but also
how to use them in decoding and encoding activities.
There are encoding and decoding activities and also ‘readers’
that follow this order, only showing the sound pics the
children are learning, to build confidence.
Alongside this explicit teaching they use the Speech Sound
Clouds to self-discover other variations.
When the levels have been completed the clouds are taught
explicitly. They have then learnt how all but around 55 words
in the English language can be decoded and encoded !
This can be your two year plan – for Prep and Year 1.
Older children who struggle need to be taken back,
to learn these or they will never crack the code.

71. Student copy
Explicit teaching order

76. Decoding and encoding resources for all sound
pic levels, along with songs and rhymes eg

77. NO! Seven
a is a sound you’ll hear a lot
This isn’t your
song..
but not in tin or pin or cot
you’ll find it in the middle of a word
like pat
and also hat and mat and rat

78. I doubt that’s its a pterodactyl,
but better not leave him on the window sill
If you move in haste he might jump out,
if he squashes Dad’s tomatoes he’s bound
to SHOUT !
NO! Seven
This isnt your song..

79. We’re happy hopping - hop, hop, hop
We’re happy hopping - hop, hop, hop
We’re happy hopping - hop, hop, hop
Give us some music and we’ll never
stop !
NO! Seven
This isnt your
song..

80. Nick is a gnat who’s keeps saying NO !
Why he does, I just don’t know
Perhaps he’s feeling grumpy, as his
nose is runny
Getting the flu just isn’t funny.
Poor Nick thinks he has pneumonia
NO! Seven
This isnt your song..

81. NO! Seven
This isnt your
song..

82. Why is the King in my bath ?!
Does he think it’ll make me laugh?
I don’t like it, not one little bit
If you don’t get out I’ll have a ....FIT
I climbed too high
and landed in a pie
My, oh my
It made me cry
The poor King fell from a great
height and had quite a fright.

84. Eg slide from Green level decoding
practice power point
Nat pants in the sand pit
Green Level sound pics
s a t p i n

85. the fat cat and the
duck sat on the hill
Example – purple level
decoding Green and Purple Level
Sound Pics
s a t p i n

86. the man had a giggle at the kitten
and the frog

87. Tish and Dad took a look in the
box at the puppy jumping.
Eg Yellow Level decoding
(so now using green, purple and yellow level
sound pics within encoding and decoding
activities. No guesswork needed, and you can start
teaching grammar.
‘He is a happy’ Dad said.
‘He is jumping so high!’ said Tish
Let’s see if we can jump too !

88. blue level sound pics
ar or ow oi air ur
car for cow tow soil hair purse
The word ‘sale’ is a sound pic sandwich!
s a-e l sale
If you find any of these sound pics, when you are reading, add in more words !

89. Decoding with Blue Level Sound Pics
er ay oy ou au
perfect play toy out group touch August
I play with my puppy, he loves it so much
He’s wriggly, he licks me, he’s silky to touch.
He’s perfect when out with just me, or a
group…
He tugs on my toys, and runs round in a loop
In November when cold, or August when hot
He just wants to play, he just doesn’t stop!

90. Decoding with Blue Level Sound Pics
ir ie ue ea ui ey
first chief tie blue beat head suit key they
The first time they told me to get the blue tie
I thought it was to go round my head, not sure
why!
The key is to loop it, no easy feat,
but finishes the ‘suit look’, ready to meet
VIP people, perhaps the top chief !
Mum said we’re not going, WHAT A RELIEF !

91. Decoding with Blue Level Sound Pics
aw wh ph ew oe ure are
claw whip dolphin few toe pure are dare
I love the cute dolphin, who kisses my nose
She splashes my fingers, and blows on my toes
I ask ‘are you sure?’ I ask, ‘do you dare?’
To whip up the water, and make the crab stare!
He’ll peep out from under the stone, it’s his door,
and wave a few times with his big orange claw !

92. Investigating Blue Level ‘sound pic
sandwiches’ and listen to the last speech sound.
Say the word
The Speech Sound Pic Sandwich Maker jumps
the last sound from the end, into the sandwich!
a-e e-e i-e
cake athlete bike
o-e u-e
coke flute which of these sound pic
sandwiches can you see?

94. Free lessons on youtube for children,
Cloud Land Storytime, and also online
teacher PD training.

95. How are the speech sounds represented within the
SSP Approach?
Please see all Speech Sound Pics as follows.
Children use these to learn all of the spelling variations
within the whole of the English alphabetic code.
This investigative work helps the brain understand the
code, for reading and spelling, for more efficiently

96. Use the clouds to investigate the way in which
we represent every speech sound

97. Use the clouds for your
detective work now,
and to work out ALL of the
sound pics for all of the
speech sounds you haven’t
explored in
the levels.

99. Use the clouds
to help with
spelling.
This is a blue
level sound
pic sandwich

100. Oh my word- have you heard?
Miss Emma hurt her nose
poor girl
Choose a cloud and see if you can create a song, poem, art work or something
else to creatively show ALL of the sound pics for that speech sound.

145. Special ending clouds

148. i

151. All of the pieces fit into place for each
child when we take the SSP Approach
Although all children are being taught all 5 elements, SSP allows teachers to identify
which children need more time, different resources etc to make sure that each piece
fits. Even though all children need the same skill set, their ability to find each piece
and use it correctly may be different. If we leave it until even term 2 of Prep many
can already have decided they don’t like this puzzle, and don’t want to play anymore.
Its not a fun game.
So YES they need a fantastic phonics program, but FIRST they need good PA.
‘ PREVENTION is key within SSP ‘ !!

153. Daily independent reading sessions
Independent reading is the kind students choose to do on their own; it is not assigned or assessed, but
it has a positive effect on learning and school achievement.
My aim is that SSP enables children to learn to read before the end of Year 1 (preferably Prep) so that
they can all engage in at least 20 minutes of independent reading daily within school, as part of their
routine- for example after lunch. If any of you saw the Preps I was fortunate enough to work with last
year in Brisbane you will see that the children quickly went from using the books in the middle of the
room to see how high they could stack them, or to just look at the pictures, to enjoy independent
reading time.
I commented on one clip about the thrill I felt when I turned to see a boy reading on his own - a child
who was not previously 'into' books at all.
After all, why are we giving them literacy instruction if we don't also give them time each day to use
this within reading activities- where they have a choice of material, including books they can actually
decode at their level. Children were quickly reading to each other, reading to the speech sound family,
reading alone, reading to an adult...READING ! Just wonderful.
As many children no longer receive books as presents, or go to the library, or see their parents reading
for pleasure this time within school is really important. It sets a foundation in the early years of
developing independent reading, and a desire to read.
The amount of free reading done outside of school has also consistently been found to relate to growth
in vocabulary, reading comprehension, verbal fluency, and general information (Anderson, Wilson, and
Fielding 1988; Greaney 1980; Guthrie and Greaney 1991; Taylor, Frye, and Maruyama 1990).
Students who read independently become better readers, score higher on achievement tests in all
subject areas, and have greater content knowledge than those who do not (Krashen 1993; Cunningham
and Stanovich 1991; Stanovich and Cunningham 1993).