A focus on reading during home-supported learning will likely lessen learning declines associated with not being in school.
Shared reading is an important means to support successful parent-child interactions, which are thought to be a key ingredient for success. Targeted support from schools can ensure these interactions are particularly effective.
Teachers can use the ORIM Framework when designing learning and tools to share with parents, helping to identify practical ways of supporting children’s development in literacy by highlighting the importance of:
- Opportunities – for example, books or other print materials
- Recognition – praise and attention when children take part
- Interactions – sharing and working on activities together
- Modelling – demonstrating a skill.
- Design tasks for students that encourage parent-child interactions such as conversation starters that will link the book to something in real life.
- Tailor the task to the child's age or development stage
- Set ‘environmental print’ activities, which allows students to explore the environment around their home, such as letters and words on food labels, magazines etc.
- If sending home books, think about also sharing prompting questions to support parents in beginning a conversation, such as ‘what do you think might happen next?’
- Share concrete examples with parents to help them engage, for example:
- ‘5 W’s’ to prompt a wide range of questioning;
- ‘Pause, prompt, praise’ strategies;
- Simple suggestions like listening to older children read aloud.
- Think of how will to provide access to books or e-books for children who do not have many books at home?