The Early Reading Experience in the Early Years Foundation Stage

The Early Reading Experience
in the Early Years Foundation Stage
‘So please, oh PLEASE, we beg, we pray, go throw your TV set away,
and in its place you can install, a lovely bookshelf on the wall’
Roald Dahl, Charlie and the Chocolate Factory

Introduction
This document was inspired by a short project called the ‘Early Reading Experience
Initiative’. It sets out some key areas of effective practice and provision for reading
in early years settings and highlights a number of case studies from schools who
participated in the project.
The project was jointly developed by the Early Years Foundation Stage Team and the
Islington Education Library Service with input from the Primary Learning and Teaching
team and took place during the summer term 2010 in nine Islington reception and nursery
classes. It was carried out in response to an increase in Linking Sounds and Letters EYFSP
scores but a decrease in the scores for Reading and Writing.
The project consisted of a launch event at the education library, two days of consultant
support over the term and a literacy audit leading to an action plan. Participating
practitioners attended a series of training sessions including using core books, developing
high quality book corners, working with parents and guided reading. Participating schools
were encouraged to write case studies highlighting the impact of the project.
Impact was measured through review and evaluation of action plans, through cases studies and
analysis of EYFSP results in June 2010. Results showed that the most significant increase across
all 13 scales was in reading scores, which rose by more than 10%. This demonstrated that
66.8% of children scored 6+ in reading, indicative of a good level of development. The project
was evaluated by all participating schools as having a significant impact on reading scores.
‘Learning to read in English is a complex, sometimes daunting
challenge for children and their teachers. The sensitive process of
attuning voices, ears, eyes and minds takes time and practice.
A single method may not suit every child and the ‘hands on’ sensory
approach of the curriculum for under fives is an essential element in
any successful reading experience’
(Sally Featherstone 2006)
The Early Reading Experience
Alongside the effective teaching of phonics there are many other elements in learning to
read that are essential in supporting children in their journey to becoming competent readers.
Some of the following aspects are explored in more depth below.
• High quality book corners that are accessible, owned and loved by children
• Using core books to plan for children’s interests and class topics
• Valuing non fiction books
2 Islington Early Years Foundation Stage Team • Early Reading • May 2011

• Having enthusiastic staff who share their excitement of books with children
• Having books available in all areas of the classroom
• Having opportunities for independent writing in all areas of the classroom
• Having well planned guided reading and writing sessions on a regular basis which aim to
teach the important elements of reading and writing
• Using story props, sacks and boxes to enhance core books
• Having well planned shared reading sessions that all practitioners are confident to take part in
• Opportunities for children to learn ‘reading behaviours’, for example, the recognition that print
conveys meaning, the left to right directionality of English text, the purpose of punctuation
• Involving parents in understanding the importance of early literacy though parents
workshops, newsletters etc
• Opportunities for high quality adult- child interactions and sustained shared thinking to
give children the extended vocabulary with which to write creatively
• Encouraging children to become aware of authors by visiting their local libraries and having
visiting authors coming in to the classroom.
• Listening to a variety of genres, for example, non fiction, poems, taped stories, rhymes etc
• Opportunities to retell and to act out stories using props and story maps.
• Activities to help develop a sense of rhythm
The Reading Diet – Opportunities for Literacy
Children need a range of opportunities to develop as fluent, enthusiastic and critical readers. A
balanced reading experience should include a range of the following throughout the day/week:
Hearing Books Read Aloud
Reading aloud to children for their pleasure and interest should build enthusiasm and
enjoyment. Children should experience a range of different genres throughout the week
including stories, rhymes, poems and non fiction. It serves as an important step towards
independent reading and introduces children to different styles of writing, to new vocabulary
and tunes them in to book language.
Shared Reading
This provides opportunities for the practitioner to model fluent , expressive text reading to
the whole class and to demonstrate book behaviours, for example directionality of print , the
function of punctuation, reinforcing phonemes, cvc words and high frequency words which
have been previously taught in the discrete phonics session. Shared reading sessions also
provide an opportunity to explain and explore new vocabulary, which in turn helps to develop
comprehension. These sessions are crucial for children learning English as an additional
language, who are often able to decode new words but may not understand their meaning.
Islington Early Years Foundation Stage Team • Early Reading • May 2011 3

Guided Reading (starts in reception)
‘This extends the opportunities provided by shared reading with a sharp focus on the targeted
needs of a particular group with similar reading abilities and needs, including vocabulary
development.’ (Early Reading CPD resource- The National Strategies). At the earliest stages
of guided reading it is important to carry on with teaching ‘book behaviours’. As the child
begins to apply phonic knowledge, texts should be selected with some words that can be
decoded using existing knowledge (90%) and some that provide a degree of challenge (10%).
Careful assessment of children during the discrete phonics session and through observations
of children engaged in all areas of CLLD will help the practitioner plan for guided reading. A
guided reading session which focuses on word recognition could be centred around reading
a sentence or caption from a familiar story, or from a simple recipe written out for a cooking
activity. Alternatively a session which focuses on comprehension may use real objects or story
props to stimulate conversation and the teaching of new vocabulary.
Speaking and Listening Sessions
It is important for practitioners to support children’s development in communication, speaking and
listening, as good speaking and listening skills give children confidence in reading and writing. If
children become familiar with a range of core texts and are able to retell them confidently, they
will be able to apply these skills to reading unfamiliar texts. Knowledge of book language and the
way that stories are sequenced also helps children with their creative writing skills.
Phonological Awareness
Developing children’s ability to tune into sounds is a crucial element of reading. If children are
able to distinguish between sounds in words and are aware of rhyme, rhythm and alliteration,
this will help with reading skills. It is important that children are familiar with a wide range
of rhymes and rhyming books. Instrument sessions will also support children to develop
phonological awareness by helping them to develop a sense of rhythm through clapping along
to a nursery rhyme or clapping beats in a name. This will help children when they need to
break down long words into units or syllables.
Encouraging the Development of Reading Throughout the
Learning Environment
In a high quality EYFS learning environment there should a wide range of opportunities to apply
reading skills, for example: alphabet mats, alphabet charts, name cards placed in the writing
corner or in the ICT area, print in the environment, food packaging, clearly labelled resources
and questions on displays and in the learning environment. This should continue in the outdoor
environment with signs for role play areas, road signs, a book area or a reading tent.
4 Islington Early Years Foundation Stage Team • Early Reading • May 2011

Home School Reading
It is important to have a well resourced home school reading scheme. This will encourage
parents to read with their children at home, to reinforce the development of their reading
skills. Parents can be informed about early reading and writing through parents workshops and
by having a shared dialogue through reading diaries.
A range of books can be sent home, including core books, library books and guided reading/
scheme books. Many EYFS classrooms encourage parents to come and read with their children
at the beginning or end of the day or invite parents in to carry out story sessions in their
home language.
Islington Early Years Foundation Stage Team • Early Reading • May 2011 5

Case Studies
CASE STUDY 1
Margaret Murphy – Nursery Teacher at Ambler Primary School
This case study used non fiction texts to support the children’s interests in growing and planting.
The children really enjoyed ‘Jack and the Beanstalk’ and from this were especially engaged
with exploring the concept of size and growth through planting and growing their own
‘beanstalk’. They were fascinated by a non fiction text tracing the growth of broad beans
and a series of photos which illustrated the stages of growth. The children were also keen to
produce their own versions of ‘Jack and the Beanstalk’ which became an integral part of our
display based on the text.
Outside we had many conversations with the children about their beans; comparing sizes,
talking about what plants need to grow, describing the feel of the soil and relating what they
were doing in the nursery to their experience of gardening in their own lives. We made written
recordings of our conversations and added these to a display beside the planting troughs.
We went on to plant a herb garden and having read ‘The Big Hungry Bear’, we planted
strawberry plants. We ensured that a range of relevant non fiction texts were available
to explore on tables near to the planting areas. These texts had vibrant, attractive
photographs which engaged the children and led to further conversations relating to
growth, plants and minibeasts.
In general we became increasingly aware that placing relevant texts next to the learning
experiences we set up resulted in the children exploring those texts.
6 Islington Early Years Foundation Stage Team • Early Reading • May 2011

Case Studies
CASE STUDY 2
Olivia Quirke – Reception Teacher -St Marys Primary School
This case study highlights the importance of having a high quality book corner and using
core books to stimulate children’s interests, enthusiasm and enjoyment of books.
As part of the Early Reading Experiences Initiative I carried out a literacy audit and ordered
a set of core books. One of the actions was to change our book corner. Children were using
the book corner, however upon reflection it was the same children who enjoyed books and
reading that were using it consistently. I took the good advice from the project which was
’less is more’. The advice was that children are more likely to access book corners if the books
are well displayed, preferably with front covers on view and if there are a smaller number of
books available. Books can be rotated regularly to relate to children’s interests.
Our reading area now looks like this:
It is an open area which flows
through the classroom, which
children can access more
independently. The book area now
supports the writing area and pupils
are accessing both and making links
with the two areas.
I now have the core books out and
rotate them regularly. I put smaller
boxes inside the display unit and on
the front of the boxes I put small
pictures of the front covers of the
books that should be in each box
(see below right).
This has helped the pupils immensely
as once it was explained to them
about taking care of books and
putting them in the right place, they
all do this now as a matter of course.
The children are all now accessing
books throughout the whole
classroom, both inside and outside,
using various spaces to enjoy them.
Islington Early Years Foundation Stage Team • Early Reading • May 2011 7

Case Studies
CASE STUDY 3
Natan Baretto – Reception teacher at Rotherfield Primary School
This short case study highlights the importance of involving parents with their children’s reading.
Natan is a Portuguese speaker and often speaks and sings to the children in his home language.
Tuesday Reading Mornings
Books are scattered on tables, on the carpet, in corners. The children arrive and their parents
stay with them.
Their mums, dads, nans, grandads and carers stay to read with them. Some can only make 5
minutes; others stay for anything from 20 minutes to half an hour.
Children choose books and sit with their parents. Other children gather around them. Groups
are made and stories are shared, in English, Spanish, Portuguese, Japanese, French and Turkish.
They read, they talk, they laugh, enjoying books they like in the company of those they love.
Harrison reads with his nan ‘A Viagem da Sementinha’, in Portuguese (The Journey of the Small Seed)
8 Islington Early Years Foundation Stage Team • Early Reading • May 2011

Case Studies
CASE STUDY 4
Claire Jolly – Reception teacher at Drayton Park Primary School
In this case study, Claire carried out a literacy audit of her classroom, and then improved
her book area and access to books throughout the learning environment.
Drayton Park School - Sun Class Reading Corner
Jolly Phonics letter posters
Pictures of the children and their names underneath
Canopy and bunting
The children have taken over this
board and now display their own
writing and pictures
Table with topic books/post-it notes etc.
Choosing books - the children can take
these books home to read with their
families - some dual language books
are included
Children’s drawers for storing their work/pictures etc.
Core Reading Books
- with pictures
so children
can replace them
correctly
Topic Book Area - with animals
(as this is a South Africa/World Cup display)
Puppets are
stored below
Islington Early Years Foundation Stage Team • Early Reading • May 2011 9

Case Studies
CASE STUDY 4 (continued)
We read everywhere ...
... even in the playground at playtime!
10 Islington Early Years Foundation Stage Team • Early Reading • May 2011

References
Early Reading Curriculum CPD Resource (2008)
The National Strategies
Featherstone, S (2006) L is for Sheep - Getting Ready for Phonics
Featherstone Education Ltd
A Place To Learn – Developing a Stimulating Learning Environment (2006)
Lewisham Early Years Advice and Resource Network
Shared Reading With Beginner Readers (2008)
The National Strategies
For more information about the literacy training, projects and resources that the Early Years
Foundation Stage team provide, please refer to our website:
http://www.islington.gov.uk/eyfs
An extensive collection of literacy resources can be loaned from:
Islington Education library.
Email: els@islington.gov.uk

Photographs contained in this document are not to be reproduced
This document was developed by:
Fran Guy, Islington Early Years Foundation Stage Team
frances.guy@islington.gov.uk
Thanks to Pam Dix, Tracy Smith and Penny Kenway for their feedback
© 2011 Islington Early Years Foundation Stage Team