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Keinton Mandeville

Reading at Keinton

Reading is a vital part of every child's education and is being linked with concrete evidence to its importance for children's future attainment and life success.  If we want to give our children the best start in life, we need to make sure they experience a rich and varied world of reading and that they see themselves as readers as they grow.

A child who is read to 3-5 times per week will, on average, be 6 months ahead of their peers who are read to 2 times per week by the age of 5.

A child who is read to 5-7 times per week will be a whole year ahead of their peers by the age of 5.

The data above is taken from a study completed in Australia, which clearly demonstrates the impact of sharing stories and early reading.

"Reading for pleasure is more important for children's cognitive development than their parents' level of education and is a more powerful factor in life achievement than socio-economic background." Sullivan and Brown (2013)

In line with the most recent research on the teaching of early phonics and reading, we have two specific types of book that the children will be bringing home.  One is labelled ‘decodable’, these books are much more closely matched to Letters and Sounds, the phonic programme that we use with the children.  These books contain a very specific range of sounds, meaning that the children should be able to sound out every word in the book, using the phonic knowledge they have been taught in school.  More complex vocabulary and polysyllabic words are introduced, as long as they are made up of the sounds the children have been taught. 

These books should be read more than once, as part of the point of reading them is language and vocabulary acquisition.  Reading them two or three times across a week means that children are able to learn these new, more complex words in context, with understanding. 

The second collection of books is made up of much of our old book stock and story books; these books are ‘Books for sharing’.  These books often have words and sounds that the children will not yet have been taught and should therefore be shared with an adult, without the children feeling any pressure if there is a word that they are not able to sound out – you could read a page each, read it entirely to your child, or, if they are able, they might want to tuck themselves up somewhere to read it alone, able to ask about any words they cannot read.

We will continue to ask that all children read their decodable books at least three times a week and ask parents to sign in the reading record to record this.

We have produced a Reading Handbook, with advice, ideas and example questions for parents to use when reading with their children.  Please click the link below for a copy: 

Reading Handbook