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M114
Award in Reading for Pleasure

MQF Level: 4

ECTS Value: 4 ECTS

Duration: 8 Sessions

Contact Hours: 20

Self Study Hours: 48

Assessment Hours: 32

 

Overall Objectives and Outcomes

This training course will focus on the importance of reading aloud to babies and young children. Course participants will increase their knowledge on how to select enjoyable books for babies/children of different ages and will become familiar with the components of effective and enjoyable read-aloud sessions. The course will also focus on boosting comprehension and extending read-alouds in the organisation of pre-, during and after reading activities.

Entry Requirements

Applicants interested in following this programme are to satisfy one of the minimum eligibility criteria:

1. An MQF Level 3 (Grades 1-5/A-C) or equivalent in Maltese and English Language; OR
2. Two subjects at Advanced level or equivalent including Maltese or English  OR
3. An MQF Level 4 Advanced Diploma in Children’s Care, Learning and Development or equivalent; OR
4. Two years’ work experience as a Kindergarten Educator, Learning Support Educator or Teacher; OR
5. Three years’ work experience supporting Reading for Pleasure programmes and initiatives organised by the National Literacy Agency.

Competences

  1. Create read-aloud sessions for babies and children of varying ages;
  2. Create and produce resources to animate read alouds;
  3. Guide parents/caregivers to organize read aloud to their babies/children at home;

 

Knowledge

  1. Identify importance of reading aloud to babies and young children and its relation to literacy development;
  2. Describe the format of engaging and enjoyable read alouds;
  3. Demonstrate an understanding of book handling skills, selecting appropriate books, use of one’s voice and body (tone, stress, movement etc.) and how to animate stories (different voices etc.);
  4. Demonstrate an understanding of the pedagogy and methodology of read alouds;
  5. Describe how to include parents/caregivers in read alouds and act as a model for them;
  6. Identify the different aspects of the book (genre, structure, setting, plot devices, illustrations etc.);
  7. Define language use in read aloud sessions.

 

Skills

  1. Design age-appropriate read-alouds for babies and children with the inclusion of parents/guardians;
  2. Develop read-aloud sessions in both Maltese and English;
  3. Apply knowledge and show how to deliver engaging and enjoyable read-alouds (reading with expression, different voices, use of movement, use of games or activities etc.);
  4. Plan visualization techniques (making meaning from text) and how to deepen understanding;
  5. Show how to develop higher order questioning techniques for comprehension;
  6. Demonstrate the ability to develop pre-, during and after reading activities;
  7. Create opportunities for parents/guardians to plan read-alouds at home with their children;
  8. Demonstrate questioning techniques most particularly higher order and probing questions.

Mode of Delivery

This module is delivered through face-to-face lectures, workshops and learning activities. Information related to the structure and delivery of the module may be accessed through the IfE Portal. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures found on the Institute for Education’s website.

Assessment Methods

This programme adopts continuous and summative methods of assessment including lesson plan development, presentation and reflection. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.

Suggested Readings

Core Reading List
  1. Flynn, K. S. (2011). Developing Children’s Oral Language Skills through Dialogic Reading: Guidelines for Implementation. TEACHING Exceptional Children, 44(2), 8–16. https://doi-org.ife.idm.oclc.org/10.1177/004005991104400201
  2. Gillespie, L. (2019). Reading with babies matters!YC Young Children, 74(3), 86-88. https://ife.idm.oclc.org/login?url=https://www-proquest-com.ife.idm.oclc.org/scholarly-journals/reading-with-babies-matters/docview/2250996822/se-2
  3. Honig, A. S. (2014). Fostering early language with infants and toddlers.Montessori Life, 26, 28-31. https://ife.idm.oclc.org/login?url=https://www.proquest.com/magazines/fostering-early-language-with-infants-toddlers/docview/1564038158/se-2
  4. Horst, K. M., Stewart, L. H., & True, S. (2019). Joyful learning with stories: Making the most of read alouds.YC Young Children, 74(1), 14-21. https://ife.idm.oclc.org/login?url=https://www-proquest-com.ife.idm.oclc.org/scholarly-journals/joyful-learning-with-stories-making-most-read/docview/2188098726/se-2
  5. Towell, J. L., Bartram, L., Morrow, S., & Brown, S. L. (2021). Reading to babies: Exploring the beginnings of literacy. Journal of Early Childhood Literacy, 21(3), 321–337. https://doi-org.ife.idm.oclc.org/10.1177/1468798419846199
Suggested Readings List
  1. Christ, T., & Cho, H. (2021). Sharing Power in Read‐Alouds with Emergent Bilingual Students. The Reading Teacher75(3), 269-278. https://doi.org/10.1002/trtr.2021
  2. Lane, B., & Wright, T. L. (2007). Maximizing the effectiveness of reading aloud.The Reading Teacher, 60(7), 668-675. https://ife.idm.oclc.org/login?url=https://www-proquest-com.ife.idm.oclc.org/scholarly-journals/maximizing-effectiveness-reading-aloud/docview/203280907/se-2
  3. Read, , Rogojina, A., & Hauer-Richard, O. (2022). Rhyme over time: Vocabulary learning through daily reading aloud at home with children. First Language, 42(3), 426-447. https://doi.org/10.1177/01427237221079475
  4. Wan, (2000). Reading aloud to children: The past, the present and the future.Reading Improvement, 37(4), 148-160. https://web-p-ebscohost-com.ife.idm.oclc.org/eli/detail/detail?vid=0&sid=ce4e2513-c3cc-4377-9529-0e233f530ecd%40redis&bdata=JnNpdGU9ZWxpLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=507738812&db=eue
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