Many parents may not know that picture books and graded reading are not the same thing.
Some parents, when it comes to English enlightenment and the creation of English environment, want to buy picture books in buy buy! Because they think there are many pictures in the picture book and the color saturation is high, the baby will definitely like it.
In fact, picture books are called picture books in English, and word splitting can be understood as a mother telling stories to her children. Since it is a story, it is more of a spiritual edification and a deepening of parent-child feelings.
Therefore, from the language level, the difficulty of language is the scope of use, and there are no strict restrictions. It can also be said that there will be some rare words and low-frequency words in the picture book. Because, in the process of telling a picture book story, if mother doesn't know the words, she is allowed to look them up in the dictionary.
If the baby doesn't understand the words, Ma Bao can explain them in his mother tongue (although I always suggest learning English in English, parents can't help explaining English in their mother tongue).
So, why are there uncommon words in picture books?
Because the original picture book is aimed at children whose mother tongue is English, these rare words are not a big problem for these children. But our children in China are not native speakers, but foreign language learners. There are too many low-frequency uncommon words, which affect the normal reading process and become interruption and interference.
So, what are the differences and advantages between graded reading and picture book reading?
Graded reading is to provide children with scientific reading plans, different reading materials and scientific and targeted reading books according to their intellectual and psychological development at different ages.
Graded reading originated in developed countries and developed in Hong Kong and Taiwan for more than ten years. The concept of graded reading originates from the scientific analysis of children's physiological and psychological characteristics.
Children's reading nature and reading ability are completely different in different growth periods.
The concept of graded reading actually comes from abroad. For the purpose of cultivating children's reading comprehension ability, foreign experts have specially compiled it in combination with children's cognitive development level, psychological development level and intelligence status.
In fact, it is very similar to the Chinese class in China, in order to gradually cultivate children's reading interest and reading ability from easy to difficult. The content, length, reading difficulty, vocabulary classification and sentence grammar of graded reading are strictly and scientifically defined and stipulated.
Why is there the concept of graded reading abroad? Why is graded reading more scientific and worth learning than picture book reading?
Katherine Si Nuo, a famous linguist, found from a survey in the early 1990s in the United States that the decline of adults' reading ability has caused obstacles to the operation of the whole social system.
So he led an early reading committee composed of 18 scholars. After three years of research, he integrated a lot of experience and established the theory of early American reading system, especially the target system of children's reading.
It can be seen that the graded reading system originated from Britain and the United States is designed from the perspective of the survival, development and system operation of a society, and its scientific and rigorous nature is of course trustworthy.
Taking words as an example, the relatively elementary words appearing in graded reading must be the most common high-frequency words in life. Words are highly repetitive, and they are deliberately repeated. Linguistically, it is called "repetition" (meaning "repetition").
For example, in the graded reading in the picture below, the three sentences of a book have the same structure, and each sentence replaces a word. (Look at this. Is it a monster? /giant? /dinosaurs? In this way, for children, the intimacy is very strong, it is easy to understand, and it is also easy to gain a sense of acquisition and accomplishment in learning.
Foreign graded English reading started early and was very careful. In fact, we China people can directly benefit from moving here. It is suggested that children should read at different levels from the age of 2 to the age of 4, except English nursery rhymes and parent-child games.
The reading volume is about 120- 160. Graded reading 1 year or so, the ratio can be adjusted: half is picture book and half is graded reading.
Why? After a year or so (Ma Bao, can you hold on? ) and nearly 140 graded reading books, the baby can basically come into contact with the words 1000- 1500. Notice that the text here is my article above? Baby English enlightenment, 1000 words you can't handle! If you listen and say it, you will understand and know the meaning.
At this time, with the accumulation of vocabulary, you and your child read picture books together, and the child can already guess what you mean according to the pictures. On the contrary, if you start with a picture book story, there are many low-frequency words and difficult words, and you can't start guessing.
So the first year can start with graded reading. In the second year, the proportion of graded reading and picture books can be halved. In the third year, you can basically read more picture books to your baby.
The first classification method:
A-Z scoring method (guiding reading level)
This method classifies books into 26 grades according to A-Z, with increasing difficulty from A to Z, and consists of two reading experts (Fountas & Pinel). Pinnell) developed a book grading system.
In official website, 32,000 books have been graded.
The main test criteria of A-Z scoring method include: full-text vocabulary, the number and proportion of high-frequency and low-frequency vocabulary, sentence length, complexity, sentence meaning clarity, sentence pattern, printing specifications, words per page, information content of illustrations, ideological depth and familiarity with the theme.
The objective factors are analyzed by computer, and the subjective factors such as legend, sentence complexity and ideological connotation are analyzed by trained graded reading experts. The combination of computer software and expert analysis avoids the "mechanization" of Lance Ji Fen classification.
The second classification method:
Leshler classification
The hierarchical structure of Reims (also translated as "Lexile") has developed for nearly 40 years, which is a very scientific and objective measure.
On the one hand, it will measure the readers' reading level, on the other hand, it will also measure the difficulty of the text, which is carried out simultaneously.
The hierarchical structure of Leksell extends upward from kindergarten. As for the text, Leksell's analytical structure points out the point that children should understand at least 75% of such standards when reading a book.
This classification has been introduced in France and formulated by the National Center for Child Health and Development. In lance's classification, Lexile is a unit used to measure readers' reading level and the difficulty of marking publications.
Simply put, a word is a unit of difficulty. One thousandth of the gap between reading a primary book and reading an encyclopedia is defined as 1 lexile, and the highest score of lexile is 1700L.
The characteristics of Lance classification can be summarized as follows:
First, the difficulty of publications and the reading level of readers can be tested by the same scoring system, which is very convenient for readers to know their own level and find books with moderate difficulty accordingly.
Second, the scoring standard is accurate, quantitative and operable. Its significance lies not only in "extracurricular reading", but also in the comprehensive training tool of language development, reading ability and writing ability. It is an effective training mode. It makes language learning, reading and writing have clear goals and laws to follow.
Thirdly, its disadvantage is that it is mainly designed for the improvement of language ability, and it does not involve subjective elements such as ideological and artistic quality of reading materials, but only involves the judgment of language difficulty and does not involve value judgment. Accuracy and quantification are like a double-edged sword, which has both advantages and disadvantages, because subjective factors such as ideological depth cannot be quantified.