Using Compound Words to Introduce Syllables

Guest post by Margot Edwards 

 

Teaching a child to understand the underlying structure of spoken language is a key component in the child’s development of phonemic awareness, a crucial skill for children who are learning to read.

It can be difficult, however, to explain the concept of syllables to a preschooler. Even small children are intimately familiar with the meaning of language. Sentences and words have meaning. But a syllable may have a meaning of its own (such as run- in running), or it may not (the al- in alligator). If a syllable has no independent meaning, many children simply don’t notice it as a unit of speech apart from the meaning of the whole word.

I recommend easing children into this tricky concept with a series of compound word activities. Compound words are multi-syllable words that are made up of smaller words, such as snowball, dollhouse, and horseshoe. Because each syllable of a two-syllable compound word is a word on its own, children are better able to notice the syllables and to understand what you mean when you talk about dividing a word into parts.

Recent research has shown us that synthesis (blending separate syllables into words) is easier for children than analysis (dividing words into syllables). So start with two synthesis activities. In the first, Making Compound Words, say two one-syllable words for the child (such as pop and corn), with a big pause in between, and the child will combine them to make a compound word. In a follow-up activity, Making A Longer Word, you give the child the two parts of a three-syllable compound word (e.g., blue and berry), to combine into a longer word.

Analysis of compound words is a more difficult skill, so I’ve created a series of six activities to teach the concept bit by bit. In Part 1, the child must identify the first part of a compound word (“Say fishbowl but don’t say bowl”), using a picture card as a visual clue. On the card are four pictures, one of which is the correct answer.

Part 2 is exactly the same activity but without any picture clues. Without pictures, the child will have to work harder to remember the word, divide it into parts, and say only the part you ask for.

Part 3 requires the child to pick out the second syllable (“Say rainbow without rain…what’s the last word in rainbow?”), with picture cards as clues. Part 4 is the same but with no picture cards.

In Part 5, give the child a mix of words. Sometimes you will have him tell you the first part of the word, and sometimes the second part. This is a big challenge for his memory and listening skills, but we provide picture cards to help him. In the sixth and final activity, the child must identify either the first or last syllable of a compound word, with no picture clues.

Start with the first of these activities, play it with the child for 10-15 minutes a day until he’s mastered it, then move on to the next activity. Before you know it, the child will be ready to dive into learning about syllables.

Margo Edwards is the Director of Content Development at SightWords.com, a website dedicated to the promotion of child literacy through a variety of free online resources. SightWords.com is proud to be sponsored by the Georgia Preschool Association. 

A third of parents don't read a bedtime story!

On Thursday, when I was on my way home, I heard a report on the radio about the fact that a third of parents are no longer reading their children a bed time story!

http://www.dailymail.co.uk/news/article-2418076/Third-parents-longer-read-bedtime-story-children.html

I was both shocked and worried to hear such a report. The article states that some parents claim they do not have the time, or are to stressed to read to their children! In fact a parent said this to me last week. Yes, we do have very stressful and busy lives but, one story can open the door for a lot more opportunities for our children. We, as adults (parents, carers, early years practitioners, teachers etc) should be providing children with the opportunity to access books and stories, or even stories we make up ourselves. There are no rules or regulations to what we should read, how often, when or where; just take the opportunities while you can. For example, you may be waiting for the bus, you could read the advertisements on the bus and talk about what they might mean; or you may be having a coffee and you could look at a magazine or newspaper together. The possibilities to access written print and encourage language around it are endless.

There are so many benefits to reading to children that I could just fill a whole page, and more telling you about it. However, instead of 'reinventing the wheel', please see links below for a previous blog written by Libby Hill; detailing and evidencing the benefits of reading to your child.

http://www.smarttalkersblog.com/2012/02/books-are-old-fashioned-out-dated-and.html

In all of our pre- school language groups we always include a story. The children love it, and so do the parents. Whenever I look around the room I can see that parents are just as engrossed in the story, and will often laugh along. In fact, I often find that a story at the start of session can often act as a good 'ice breaker' for those children, and adults that find these situations difficult. I also like to choose a 'special helper' each week, and they get to choose a story for the group.

So please, make it your resolution to include stories, and books into your everyday routine with the children you know!

I would love to hear how you incorporate stories and books into you everyday life.

Thank you,

Georgina White

Babies do need more books and less TV!

Annette Karmiloff-Smith  said on Radio 4 yesterday that babies learn from  TV more than books. Now, may be this just a  lady who is looking for some attention, working on the old premise that any publicity is good publicity BUT this is such an important topic and one which will keep cropping up over and over.

Let's set the record straight: Babies can't learn to communicate from TV, they need the stimulation of their parents speech and to be held too for bonding and attachment. Sharing a book, therefore,  is an excellent opportunity for interaction. May be Ms Karmiloff-Smith thinks we're talking about actually reading the book. I'm talking about using the book in the interaction.

There have been many, many research studies on the influence that sharing a book has on their educational growth, and in almost all of the studies done, reading to children as early as four months of age has been ‘proven not only as a good parent-child bonding, but as giving the child a good educational start in life’ (Maria-Helen Goyetche, owner of Early Childhood Education, 2009).  :

General points:

1. Babies: There’s no such thing as too early. It’s good to start showing babies pictures and talking about them as soon as they focus her eyes on the pattern on a jumper or the change-mat. It’s part of parent –child interaction. Sue Gerhardt, discusses the major adverse implications on the developing brain if there is not this type of quality interaction, (‘Why love matters’, 2004) 

2. Toddlers: discovering new words, learning to "read" pictures to find the meanings of words or the answers to questions hiding behind those thrilling pull-tabs: where's the kitten gone?

3. Pre-schoolers: a realisation that pictures on the page are the introduction to print; being read to helps the child toward written language at this age just as it helps towards spoken language two years previously.

I've written more on this several times now (http://www.smarttalkersblog.com/2010/06/reading-is-important-too.html ) so I won't go on but please don't  let that ludicrous headline from yesterday put you off reading with your little one!

What's your favourite children's book?

The parents of our Smart Talkers groups have voted for their favourite story. Here is their list:

• The hungry caterpiller
• What the lady bird heard
• Stick man
• Walking through the jungle
• Whatever next?
• Room on the broom
• Dear Zoo
• We're going on a bear hunt
• The tiger who came to tea
• The Grufello

What do you think, is yours on the list? We'd love to know....

'Books are old-fashioned, out-dated and a waste of time and space

...... and they just gather dust!' So said my ex-mother-in-law one day when I was reading to my first baby aged 12 months. It was Twinkle, twinkle by Nick Sharratt. I remember he was transfixed by the shimmering star on the front and touched each page with it's different texture. He joined in at the end of each sentence with the well rehearsed rhythmic phrases. He delighted in turning the pages while sitting on my knee, showing me each wonder with a special backwards glance and a smile. 

As I said to her at the time in the politest tone I could muster, 'Actually, books are fantastic!'
i summarised why last year but as it's National Book Day on thursday, I make no apology for re-iterating what I said.

Introduction:

There have been many, many research studies on the influence reading to children has on their educational growth, and in almost all of the studies done, reading to children as early as six months of age has been ‘proven not only as a good parent-child bonding, but as giving the child a good educational start in life’ (Maria-Helen Goyetche, owner of Early Childhood Education, 2009). The following is a summary of the available research & results of interviews with several early years’ practitioners:

General points:
1. Babies: There’s no such thing as too early. It’s good to start showing babies pictures and talking about them as soon as they focus her eyes on the pattern on a jumper or the change-mat. It’s part of parent –child interaction. Sue Gerhardt, discusses the major adverse implications on the developing brain if not there is not this type of quality interaction, (‘Why love matters’, 2004) *

2. Toddlers: discovering new words, learning to "read" pictures to find the meanings of words or the answers to questions hiding behind those thrilling pull-tabs: where's the kitten gone?

3. Pre-schoolers: a realisation that pictures on the page are the introduction to print; being read to helps the child toward written language at this age just as it helps towards spoken language two years previously.

4. School-Aged: Once children are used to being read to, they will never be bored if somebody will read, and since there are bound to be times when nobody will read and they are bored, they'll have the best possible reason to learn to read themselves.

All the research agrees that reading to themselves isn't a signal to stop reading to them though, even when the child starts to read stories to himself for pleasure. 

Specific
1. Bonding
Maybe the most important benefit a parent and child have from reading together is a bond which naturally develops as they spend time together. They are connecting with the baby while the baby is doing the things she likes best; being with you and hearing your voice speaking to her. ‘The book isn’t as important as the moment and........ it could even be a comic,’ Lesley Smith, Early Years Practitioner.

2. Attention/listening:
Attention skills are extremely important and need to be learnt to be successful in school. Attention and listening are the main skills in decline in the 21st century. A recent survey of 100 primary schools hi-lighted this (Libby Hill, 2010). By sharing a story book early on, it is helping to develop both attention span and listening.

3. Social interaction
Perhaps the most important benefit is the time the adult spends reading with the child. ‘The book is the vehicle for the interaction, which is the most important thing,’ Deborah Falshaw, Teacher & Early Years Practitioner.

4. Communication
Many of the components of communication are developed whilst sharing a book: turn-taking, listening, shared attention and speaker/listener roles are identified

5. Language
Hearing the adult use different intonation patterns and the full range of phonology of the language they’re speaking helps develop the child’s own speech and language.

a) Vocabulary: linking the names of words to the pictures helps vocabulary development. It’s often easier to find pictures than real objects to show the child. In any event, the pictures supplement the child’s semantic links to aid the acquisition of new vocabulary.

b) Reasoning: Following a character's actions in a story helps develop problem solving skills. Children are just learning about the world they live in. They are beginning to learn that their actions have consequences. Story book characters can help test these sometimes confusing issues without the pain of going through it themselves. The next time a child is confronted by a situation he has encountered in a story that has been read to him, he will know he has options.


6. Intelligence/Imagination
Getting children absorbed in books helps stimulate imagination which has been proved to advance their thinking power. They learn to pretend and put themselves in the story which often promotes a higher level of thinking. Children who are read to at an early age find it easier to express themselves and their feelings, making them more confident as they grow up (Professor James Law, City University, own conference notes 2009).

7. Emotional development
Children’s emotions can be validated through story reading. Sharing stories about characters who have the same emotions, especially negative ones, lets the child know that the feelings are normal. Children can learn from the reactions of the characters in the story (Susan Anderson, ‘The invaluable importance of reading to your child’).

8. Good habits
Children will pass on the love of reading to their children if they have been read to. Children live what they learn. They will be more likely to share reading with their own children.

9. Introducing difficult topics


10. Helping to handle stress
Life can be tough for a child in the 21st century. Books provide escapism as well as a source of comfort.

Conclusion:

Maryann Wolf Director/professor of the Centre for Reading and Language Research at Tufts University, USA "Children who begin kindergarten having heard and used thousands of words, whose meanings are already understood, classified, and stored away in their young brains, have the advantage on the playing field of education. Children who never have a story read to them, who never hear words that rhyme, who never imagine fighting with dragons or marrying a prince, have the odds overwhelmingly against them."

Penelope Leach, child development guru: ‘When parents read aloud to their children, everyone wins. It's fun for the adult and great for the kids. Easy for you and good for them. You don't even have to ration it because, unlike TV or ice cream, there's no such thing as too much’.

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Help Your Child Talk and Grow Smarter With Bedtime Stories

Welcome to our March guest blogger, Frances Evesham:

Bedtime stories pack a secret punch. Quiet and relaxing, they tick all the right boxes for your health and that of your child. Take ten minutes to de-stress yourself and help him learn language skills to make him as smart as he can be. Growing Up in Scotland research suggests that children involved in activities like storytelling with their parents at an early age, develop more quickly. 

Sleep
After his busy day, your child needs plenty of sleep. The daily noise and excitement may leave him over stimulated, agitated and over excited.  A bedtime story provides the perfect opportunity to switch off the TV, stop other busy activity and concentrate on your child. Your child will relax as he listens to the calm sound of your voice and Looks at the pictures in a book.  Even a baby in his first year benefits from this oasis of peaceful tranquillity and he tends to fall asleep more quickly.

Repetition
From birth, your baby enjoys listening to your voice. He finds it soothing and in his first few weeks, he settles down when you speak to him. Build on these early listening skills with short, repetitive bedtime stories. Your tiny baby’s brain already contains many billions of neurons. Pathways linking these neurons together develop rapidly during his first three years, through repetitive experiences and actions. Read or tell the same story many times over, to help those brain pathways develop.

Vocabulary and speech
Short sentences linked to pictures help your child recognise words and, as he grows older, they help him develop a wide vocabulary. Young children love long words, like “elephant” and “caterpillar”, words that imitate sounds, like “quack” and  “crash” and words that are fun to say, like “tick tock” and “pitter patter”.  As your child makes you repeat them many times, he learns to anticipate every word and insists that the story is identical every time you read.

Speech sounds
Hearing those words often and joining in with you as you say them, encourages him to exercise his speech muscles and try out tricky sound combinations.  Remember, it doesn’t matter that he won’t say all the sounds properly. Avoid the temptation to correct him. When he’s ready, he’ll get them right, and bedtime stories are a time for gentle enjoyment.

Relaxation
You gain as much from bedtime stories as your child does. Those few moments of quiet every day force you to forget household duties or work anxieties.  Aim to enjoy the time. Sit comfortably, with your happy child snuggled against you. Breathe slowly and quietly, noticing how his breathing also slows down.  Let your inner actor free, with your uncritical child as your audience.  Your child grows up and leaves home, and these memories will remain with you forever.

Learning about life
Try making up your own stories. Tell a tale about your child’s teddy and the adventures he has while the family sleeps, or make your child himself the centre of a story. As he grows older, story is a safe way to introduce information on difficult or scary topics, like death, moving house or bullying. Begin storytelling when your baby is small, and you lay down a habit to benefit him for years to come.

Some of my favourites:
We're Going on a Bear Hunt; Michael Rosen; 2003
The Very Hungry Caterpillar; Eric Carle; 1969
Brown Bear, Brown Bear, What Do You See?; Bill Martin Jr; 1996
Can’t You Sleep, Little Bear?; Martin Waddell; 2001

What stories do your children love?

Growing Up in Scotland is following the progress of 5,000 babies born between June 2004 and May 2005.

Frances Evesham worked as a speech and language therapist for many years. Her Kindle eBook, How to help your child talk and grow smarter, explains how your child learns to talk and how you can help. Find out more at http://www.getmeoffthehook.com/speechcontacts/book.html