Page 20 - The Inquiry into the Development and Implementation of a Multimedia Resource to Help Improve Parental Involvement in Their Child’s Reading Literacy During the Primary School Years.

Figure 2.1 The NCCA’s Five Main Components of Reading (2012)

The second component of reading is vocabulary. It is now generally accepted that

reading with a child promotes the growth of their vocabulary (Rodriguez et al.,
2009.) In order for the chid to progress from general language abilities to

deciphering meaning from printed text, the parent and teacher should bring the
child’s attention to the print as opposed to just the illustrations as “parents and

teachers overwhelmingly focus their book-related talk on meaning-related rather

than code-related text information” (Hindman et al., 2008, p. 330). Justice and Ezell
(2002) examined this theory by experimentally manipulating whether adult readers

directed the attention of four and five year old children to the print or to the
illustrations in storybooks. From this study they noted that when the adult directed

the child’s attention to the text and made reference to the word, the reading-related

skills in the children increased (Sandra et al., 2012). Vocabulary consists of the
words we understand when we hear or read them (receptive vocabulary) and words

we speak or write (expressive vocabulary). Children build upon their vocabulary by
picking up words that they read, hear, say and write. It is important for the parent to

assist their child in searching the meaning of new words online or by using a
dictionary.

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