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Agenda 9.15 Welcome and introductions Linzi Roberts-Egan, Chief Executive for Islington Siobhan Harrington, Chief Executive for Whittington Health 9.30 Key note speech Rachael Levy, associate professor at The Institute for Education 10.30 Launch of Bright Start , Bright Ideas Maria Tallon and Comfort-Aba Asmah 10.50 Break 11.20 Innovations to support language development in the home Hayley Keogh and Chantal Bruce-McPherson 12.00 Supporting behaviour change in the home: a motivational approach Ruth Cookson and Luisa Dornelas 12.40 Closing remarks Cllr Kaya Comer-Schwartz, Lead Member for Children, Young People & Families, Islington Council 12.50 Evaluations and close
Welcome address Linzi Roberts-Egan Chief Executive, London Borough of Islington
Slido Website: https://www.sli.do/ Event code: #BrightStart Ice breaker: If you were an animal what would you be?
Conference opening Siobhan Harrington Chief Executive, Whittington Health
Agenda Title Title Title Content Content Content Content Content Content Content Content Content Content Content Content
“No - one would sleep if we didn’t have books”; Understanding the barriers and motivators to shared reading in families Dr Rachael Levy r.levy@ucl.ac.uk
Shared Reading in families We know that it is beneficial for young children to be read to: Children who read regularly before they enter school are more likely to learn language faster, enter school with a larger vocabulary, and become more successful readers at school (Bus et al., 1995; Mol et al., 2008) S hared reading facilitates more complex talk than during caretaking or play (Snow, 1994) It provides an opportunity for physical proximity and social interaction (Hardman and Jones, 1999).
Reading interventions
Reading interventions….don’t always work…. ‘ It is most certainly true that implementation of shared reading interventions by caregivers within the home environment does not always reach the levels intended by the intervention developers.’ Justice, L. M., Logan, J. R. and Damschroder , L. (2015) ‘Designing caregiver -implemented shared- reading interventions to overcome implementation barriers’, Journal of Speech and Language and Hearing Research, vol 58(6), pS1851 – S1863
The family in the intervention READING INTERVENTION READING INTERVENTION
What are the barriers to shared reading?
This study: Barriers to shared reading in homes To explore shared reading practices and the barriers to these To investigate how shared reading fits, or not, within the context of every day family life To carry out this study within a socially and culturally mixed sample.
Research design THIS STUDY WHOLE PROJECT 8 studies Interviews with 29 families with pre-school children (age 3-4) Multi-disciplinary: psychology, linguistics, education, English and 20 Low-income areas in Sheffield speech and language therapy 9 families from Liverpool How does shared reading promote Recruitment through nurseries and child language development? toddler groups
Interview conduct Interviews were conducted in participants’ homes Picture of family life – general questions, e.g. ‘what do you like doing together when you’re home’, ‘talk me through a typical day’ To understand home reading (and shared reading) practices To understand their own childhood experiences of shared reading To understand their own relationships with reading – and any links with shared reading practices
Motivators and Barriers - overview 1. Role of enjoyment and feedback 2. Link with parents’ own relationship with reading 3. Reading as an everyday family practice
Children initiated reading Shared reading was very often child-led – and parents were happy to be led by their children I'm trying to read it all from start to finish, but he doesn't, certain pages he She just takes kind of…boycotts that and the books out, skips it she'll just say to They started me to read. But it…got the ball if I take it rolling say 'oh, can out … she's not you read this to interested me?'…not like the other way
Making reading ‘their own’ Parents read in their ‘own way’ – were not constrained by text I used to just make my own thing and just finish it off…and then come to the end 'oh they lived happily ever after' If I just randomly go 'once upon a Even when I've time there was a little boy', and read it a hundred then my daughter will finish the times and I'm like next thing, and then we'll start just 'let's try and find creating a story together something new on and…before we know it, it's turned the page' into an activity
Parents’ motivation for reading to their children Not important, no, I just…think it's, I don't know, nice to do, you I think both of us have know at night, to have the same kind of end a story read goal which is to make her laugh … it's just another form of A nice thing to do/ enjoyable for entertainment, get away from the bloody child TV To be honest, at the moment, She likes listening to importance in terms of how her the story, if she don't reading is and how good she is like listening to the with it, doesn't come into it…that's story I won't read to not why we do it, we do it because her she enjoys it and it's something we can do together
Parents’ motivation for reading to their children It's them learning a very important life skill…because then there's less time on working on it when they're at school, so they can focus on other things Important for development in reading/literacy Just getting into habit of reading, I think, 'cos we Yeah, we got him didn't have that habit, some books over the that's what I think summer to read as personally. And because I well, we didn't want see everybody reading him to fall behind here
Parental enjoyment Important for parents to enjoy shared reading I'm not just reading…I talk more about the pictures…because it It was like a comfort makes it more interesting for thing for me, I enjoyed me than just repeatedly it … it was nice to reading them again and again know…I've got a little baby of my own, and I'm reading to her If I'm not gonna enjoy it, if I'm not giving my 100%...she's not I enjoy reading gonna enjoy it with me, so for her…I'm what's the point…she would not feeling probably notice…you have to forced to read be into it
Parents need feedback Feedback gives evidence of child’s enjoyment (or not) – links to being child-led Like now I'm happy to get her books because I can see that there's something going on (laughs), like on her face, she gets it, she enjoys it, but I'm not ‘But when… he does one of those to just do it and listen and then see his just think 'hopefully it's going in' facial expression that he's realised, he's understanding it kind of thing’
Cycle of reciprocity in shared reading relationship
Enjoyment, feedback and the maintenance of shared reading activity Yes I think it’s very important to read, and carry on reading….So I’ll carry on reading with her until she asks me not to …. So it’s just seeing her enjoying it and seeing how much her talking and her writing and things like that is coming on’. (Lisa) ‘I think at this stage, because she likes them (books), then I can (enjoy it). I wouldn't do it if she didn't like it, because I couldn't be bothered. But she's so engaged with books she does like.’ (Jo) ‘I think at this age it's really important that he starts to learn to read and write and speak and he's starting to express an interest in actually learning to read, so he'll look at the pages and say 'I don't know the words', and I'll say 'well we'll learn the words, we'll start learning them', and we've started doing like letters with him, and a bit of writing and a bit of reading.’( Elizabeth)
‘Negative’ feedback I remember for quite a while thinking 'she's just not interested'…until she were I bring the book, she maybe like going on for two…she just likes this [pushes didn't really have that interest in away]…she didn't books…wouldn't sit still to listen, and want it…After two didn't seem to be interested in it years, she was a little bit better Before she don't like She just gets reading…last bored…Because she's year…she cut He'll just start not involved it! [the book] messing about with the book and you can tell he's not interested
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