Page 138 - Reading Nest - The Supportive Literacy Environment Handbook

• A game could have tasks which are 1-2 steps easier or more complex to suit different

levels. When most children can point out letters on cards based on their knowledge,

children with little skills might only be able to recognise letters (Show me the O). More
advanced children may be interested in finding words with similar letters. Even more

advanced children could have a task with one more component (Find the words which
contain O. Find the words which end in U. Name food dishes which contain A).

• Difficulty level can be altered by adding or removing cards in reading games. In a
domino game children usually have e.g. 3 cards, but those with little skills could have

1-2 cards.

• Games often require choosing something (direction of movement, a game piece, cards
etc.). For some children making decisions may be complicated and slow, in this case

telling what to do may be feasible: move this way, pick one card from here and the

second from there, look at the picture on the left etc.
• Information on the notice board in the reading nest on books or games for the day (week)

helps create a vision of what is to come and thus prepares children. Children who cannot
bear fast changes thus develop a sense of security, and over time and with lots of positive

experiences start expecting and become curious about intended reading activities.
• The reading nest could have a “pen friend”, in other words an imaginary character who

reads, and does things and monitors what children do, and gives feedback by sending

letters, new games and books, or recommending them and giving ideas for new
activities. Teachers mostly perform the “pen friend’s” role for younger children, older

children are able to choose and create the “pen friend” and operate on its behalf. There
are certainly some parents who would like to become such a “pen friend”. Recognition

by a “pen friend” might encourage a child with little skills to further operate in the nest,
and it proves them the value of their engagement.

A child with reading difficulty may find support in a “pen friend” who also has some

difficulty with reading. They could discuss what to do next and offer mutual support and
encouragement.

• A creative and free mind is a welcome character in every reading nest enabling all
children to enjoy reading.