When my son was nine years old, he put aside the large Harry Potter novel he had been slowly, but enthusiastically, reading each evening and instead began ploughing through lots of fairly uninspiring books that he brought home from school each day.
The purpose of this paper is to discuss the importance of developing and nurturing children’s ability to read and write during the pre-school days and to explore the possibility of initiating strategies for creating literacy environment for the young children of the non-literate societies. Literacy is held in high esteem in all cultures, and that it is the symbol of prestige and power is proved by many a rhyme, popular saying and folk tale. Let us take the examples of a popular Bengali rhyme and a Hindi saying:
There are studies available and many books published dealing with the process of learning to read. However some of the language used often means that such  knowledge is only accessible to specialist early years professionals, when in fact many individuals are involved in preparing children to be successful readers, whether they know it or not.

The fifth issue of LLT, brought out in January 2014, deals with a range of topics with articles like 'What Esperanto Offers Language Teachers' and 'Teacher Talk in the Second Language Classroom' to ones that look at e-learning and give an analysis of how the government is speaking to the masses. The issue also comes with book reviews and classroom activities.

Do you remember the days when you curled up in a chair with a book (anything from Tom Sawyer or Little Women to The Final Diagnosis) and a plate of munchies, oblivious to the rest of the world, especially calling parents? The book-reading child is slowly becoming a rare sight. The place of pride that the storybook occupied is being taken over by the ubiquitous television and the computer. This is not to say these are ‘bad’ per se, but I’m sure you’ll agree that the book is indeed something special.

Magic happens when you integrate library books with classroom was done in Apna Vidya Bhavan.


In this article D. Annarathinam talks about reading corners - how they can be set up and used to create learning spaces for children.

I clearly remember the moment when I realized that I could read. I must have been five years old. I was at home, sitting on the floor with a storybook, reading a story one word at a time. And suddenly (this is how I remember it, at least) - I was reading whole sentences from beginning to end, without stopping. I could read!

Every English teacher has experienced it – the ennui and the lack of interest displayed by students when confronted with poetry lessons. Here is a novel approach to poetry teaching that shows how poetry can be fun.

“Children, let’s do poetry today,” and the teacher gets an assortment of reactions. Tense “oh’s” of boredom and occasionally, a delighted squeal of joy (if only a few more would).

Most subject teachers handle reading as a process of acquiring information about the subject. But there is much more to reading – subject teachers too can help students discover the joys of reading, with little extra effort. A history teacher shares her experiences...


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