No reading books week One

[littlebylittle]

Feeling wobbly about dd starting school so finding plenty of things to worry about! Just went out for drinks with friend whose dd has been given reading books to bring home from day one. Should I care that dd hasn't been and isn't likely to for a while at her school? My gut says that it is unimportant to have books this early and dd is so tired that I'm not sure she'd cope but still. And I believe in play based reception education but my academic old school upbringing lingers on! I know...it could be a long thirteen years at this rate of worry!

DS brought library books for us to read together for the first term, then started to bring reading books home from January onwards. He's an August birthday and tbh, I was relieved this was the case. He has made great progress in his reading, as he'd learnt phonics first. Also, we share books, sing and talk a lot at home so he has a wide vocabulary and experience, without which he would struggle.

Incidentally, he has been star of the week this week for the progress he has made with his reading over the summer holiday. His teacher informs me he has moved up 2 sub levels over the 8 week break (8 week as he had chicken pox just before the holidays), and thanked me for helping him at home. He didnt have a reading book, and I havent sat down and tried to get him to read things. We have just read a lot together and een out and about where he has practiced with things like shopping lists and reading directions.

What I'm trying to say is that reading books are only a small part of your DD learning to read. I agree with those saying that trying to force a child to read a book when they cant decode the symbols which are the letter sounds, is likely to put them off reading for life. If my DS had been sent home with a list of words to learn they would have been swiftly returned to his teacher. Lists of words do not encourage a love of reading and books, which to me is the most important part of being able to read.

Reading books from day one when DDs were in reception, and with words too (see threads on MN about ORT grey books!). DD1 did what she had to do, no more, DD2 loved it, felt it was like her own personal library and would devour them at a rate of knots. And the teaching is very phonic-based, even those that could read (like dd2) still sat with the others - in ability groups - to practice phonics and loved that too. Words linked to a reading book only started coming home when a child was clearly ready, certainly no "learn these 5 random words, please", and spellings started for all at the beginning of January.

All in all a very good system, and my two are very able and enthusiastic readers - which is what is important in the long term.

DS didnt have a book until after feb half term from memory, they had sound books and two a week were added. Far better, less pressure for the little ones as two sounds a week could easily be re-inforced at home without formally sitting down.

Everyone is making it sound as though children only go to school to learn to read.

Well not exactly rabbitstew, but dont you agree that reading is the absolute crux for all learning, IYKWIM?

I don't agree that reading is the absolute crux for all learning, in fact I think this is a very dangerous attitude. Reading is great way to find out what other people know or think, and to share thoughts with others (including people you could never speak to) Its fantastic and it is the activity I spend more time doing than anything else.

BUT it is only part of learning - which also includes listening, looking, experimenting (with lots of senses), trying, building, watching, talking in short playing (and this is true for adults as well)

Its true that you will struggle in school (and indeed in life) if your reading is poor and do well if your reading is good, but real learning requires so much more.

I see what you are saying witless, and I agree that the things you have listed are important too; I meant it from the angle of being able to fully access the curriculum.

Hi, lovecheese. I agree, an ability to read is vital. Developing fine motor skills in order subsequently to be able to write and draw diagrams legibly is also vital. Learning to cope socially, physically and emotionally within the school environment is vital. In reception year, I would not have thought being able to read is more vital than the other skills, though. I also do not think that social and emotional skills, and fine (and gross) motor skills just develop naturally in all children as they get older - many children require a good deal of help in these areas, not just those with specific learning disabilities. If they do not have these skills as well, they cannot access the curriculum, however well they can read. In fact, they may not even be able to learn to read very well if they don't get a bit of social and emotional help, first!

Been given first book today, a picture book with no words, and DD has to tell us the story. To encourage imagination and inteerst in reading, then once the phonetic programme has been started, the books with have simple words in.