Essay On Big Book Reading

Laura Tse and Tom Nicholson They studied about: The effect of phonics-enhanced Big Book reading on the language and literacy skills of 6-year-old pupils of different reading ability attending lower SES schools. They stated in their study: "The purpose of this study was to improve the literacy achievement of lower socioeconomic status (SES) children by combining explicit phonics with Big Book reading. Big Book reading is a component of the text-centered (or book reading) approach used in New Zealand schools. It involves the teacher in reading an enlarged book to children and demonstrating how to use semantic, syntactic, and grapho-phonic cues to learn to read. There has been little research, however, to find out whether the effectiveness

The method teaches children to read by identifying and pronouncing sounds rather than individual letters.

The publication of the research comes as 500,000 year one children in state primary schools in England take the phonics screening check this week, a brief test to measure progress. Teachers and unions initially resisted the use of the check, which followed the coalition 's introduction of compulsory synthetic phonics to teach literacy in state schools. But since then, more teachers have embraced the method, which is supported by research in the UK and abroad. The new study followed a group of 30 children who were taught using phonics for the first time in reception, and tracked their progress for three years, to the end of year two in primary school. Grant 's research found that in 2013, members of the year two class of seven-year-olds were on average 28 months ahead of their chronological age for reading and 21 months above their age for spelling. The 2011-13 study follows a much larger longitudinal study in 2004-07 by Grant that found the same results, with below-average and disadvantaged readers catching up with their classmates by the end of