Some students need little encouragement to share their opinions or ideas during reading sessions. Others, however, need extra support to feel confident enough to read and participate. Here are some ideas of “intentional and instructional prompts” that adults can use to encourage children to talk (Towson et al. 2017). These prompts are taken from Weadman, Serry and Snow (2023).
For some students, even supportive prompts can be challenging. Some students might have limited English, learning needs or be extra shy. Here are a few suggestions to support your interactions with them, from our experiences working with students on the app and in schools.
The purpose of each reading session is to help students feel successful and confident in their ability to learn. Each student is learning at their own pace. Not all students will require the above prompts or support, but providing help to those who need it will ensure that all students feel positive about themselves and be encouraged to keep trying.
Written by: Eva Roding (Book Village Volunteer)
Photo by TopSphere Media on Unsplash
References
Towson, J., Fettig, A., Fleury, V. & Abarca, D. (2017) Dialogic reading in early childhood settings: A summary of the evidence base. Topics in Early Childhood Special Education. 37(3) 132-146.
DOI 10.1177/0271121417724875
Weadman, T., Serry, T., & Snow, P. C. (2023). Oral Language and Emergent Literacy Strategies Used by Australian Early Childhood Teachers During Shared Book Reading. Early Childhood Education Journal, 51(8), 1335–1348. https://doi-org.ezproxy.auckland.ac.nz/10.1007/s10643-022-01381-8
