A Referenced Rationale: the value of reading for refugees
From time immemorial storytelling has played an essential if not fundamental role in human communications. In many, if not all societies and cultures, oral narratives were, (and still are, in some countries and cultures) utilised as a means of sharing traditions, beliefs and learning, as well as passing this knowledge on, from generation to generation. I strongly believe that the inherent values of storytelling still stand true today, underpinned by the ethos that, narrative should be viewed as a “primary act of mind…we do not grow out of telling stories” (Hardy 1977, Cited in Meek et al., 1977, p.14).
Thus, I believe that starting with a story and using literature to engage children in language and therefore discourse is a fundamental component in the development of a child’s cognitive skills, which, if invested in early on in a child’s life is considered the most effective period for these cognitive skills to develop (Cunha et al., 2006, Kalb & Van Ours, 2014). Research also suggests that early development of cognitive skills and abilities is not just an influential precursor to eventual success in education, but that it can have far reaching effects later on in life, such as higher academic attainment, progression to advanced studies and ultimately quality positions and higher earnings (Heckman and Masterov, 2007, cited in Cunha et al., 2006).
One of the integral themes with regard to children’s literature and listening to stories is that it provides a variety of opportunities for discourse. The inherent value of talk as a fundamental factor in the development of children’s language is unequivocally supported by research and theorists, and as Vygotsky (1986) propounds, ‘language develops in the context of sustained interaction with others’ (Maclure, 1992, Cited in Meek et al., 1977, p.17) and that it is this “…powerful need to interact with other people…” (Hayes and Orrell, 2002, p.168) that underpins children’s learning.
Blass (2002) asserts that “reading is the single most important skill needed for success in education” (Cited in Cunha et al., 2006, p. vii) however, I believe that alongside reading, is the importance of talk, without which reading is just a solitary activity. Thus, I would propose that the two are inextricably linked and it is ultimately our role as teachers to facilitate both in a multifarious array of ways. I believe that in providing ‘read aloud’ experiences we are presenting a wealth of opportunities to facilitate enriched language exposure (Sénéchal & LeFevre, 2002), social exchanges and interaction as well as increased engagement, motivation and enjoyment (Albright & Ariail, 2005). In doing so we are ameliorating children’s learning with multiple opportunities to become better readers and talkers, embedding their learning in meaningful real world stories and texts as well as demonstrating that reading is an essential tool to access and enhance all areas of life.
References
Albright, L. K., & Ariail, M. (2005). Tapping the potential of teacher read-clouds in middle schools. Journal of Adolescence and Adult Literacy, 48 (7), 582.
Chambers, A. (1991) The Reading Environment. Stroud: Thimble Press.
Cunha, F., J. J. Heckman, L.J. Lochner and D. V. Masterov (2006) Interpreting the evidence on life cycle skill formation, in: Hanushek, E. A. and F. Welch (eds.) Handbook of the Economics, 29 (3), 446-493.
Hayes, N. & Orrell, S. (2002). Psychology, An Introduction. 3rd edition, Essex, Longman Group UK Ltd.
Kalb, G. & Van Ours, J. C. (2014). Reading to young children: A head-start in life? Economics of Education Review, 40, 1-24.
Delago, R. (1995) Critical Race Theory; The Cutting Edge. Temple University, Philadelphia, PA
Meek, M. (1991) On Being Literate. London, The Bodley Head.
Meek, M., Warlow, A. & Barton, G. (eds.) (1977) The Cool Web: The Patterns of Children’s Reading. London, The Bodley Head.
Sénéchal, M., & LeFevre, J. A. (2002). Parental involvement in the development of children’s reading skill” A five-year longitudinal study. Child Development, 73 (2), 445-460.