Pleasures of Reading

What is story telling? - why do we do it? - what are the benefits in primary education? 

There is a slight difference between reading and reading for pleasure. Reading for pleasure is a persons’ choice, and as the BBC article ‘Reading for Pleasure’ states, “Reading for pleasure means any reading that is primarily for enjoyment” (BBC, 2019). This can also be supported by Sanacore (2002) as he states that “Becoming a lifetime reader is predicated on developing a love of reading”, meaning that people read for pleasure because they find it enjoyable and have a passion for it. Clark and Rumbold (2006) believe that there are multiple benefits to reading for pleasure and storytelling supporting this, which are identified as the seven main areas of the benefits to reading for pleasure such as,  

• Reading attainment and writing ability; 
• Text comprehension and grammar;  

•  Breadth of vocabulary;  
•  Positive reading attitudes;  
• Greater self-confidence as a reader;  
• Pleasure in reading in later life;  
• General knowledge;  

• A better understanding of other cultures; 
• Community participation; and  
• A greater insight into human nature and decision-making. 

In one of my seminars we did an activity in forest school, exploring what was around us and developing a story together as we were sat around logs. This can be linked to Clark and Rumbold (2006) who argue that one of the benefits to reading can enhance community participation, which promotes the use of social skills. This experience also provided us with a different scenery, enabling us to enhance our knowledge and understanding of the world. This is supported by Early Years Matter (2019), which states that the “Understanding of the world develops as children take notice of everything around them including places and all the things within them such as trees in the natural environment”. The Nestle Family Monitor (2003) cited in Clark and Rumdbold (2006) also found that children gain an understanding of the world around them by conducted a study which found that “upon asking 11 to 18 year old's why they read; 55% stated that books help them understand different people/cultures...” (2006, page 9).  This activity allowed us to get a better sensory feel as we were creating a story and it was a change of setting from being in the generic classroom.  This is supported by Hamilton and Weiss (2005), stating that storytelling is an interactive process by which children can enhance their social skills. The environment which children are in when reading is indeed important as stepping outside a class room can provide children with a different scenery and environment, rather than being between four walls, which can help enhance their cognitive development. This is supported by Barret, P (2013) who sates that “Of course teaching is key – but intelligent choices about spaces are very important too.” Practitioners encourage children to read in and outside of school, by allowing them to take a book home each week to read with their parent or guardian so that they can also record their progress, bringing benefits beyond the classroom. This also enabled us to use our creativity and imagination as we have had a new experience outdoors and using new materials, listening to new sounds and sensing different smells, enabling use to express our feelings and use our imagination, which was stimulating for the brain as these stories are expressed in ways in which we cannot do ourselves, opening your mind to multiple possibilities. 

Vygotsky once said that “play creates zone of proximal development of the child” (Vygotsky, L.S. 1980) and storytelling is a form of play as it enables the child to use their imagination in many ways such as, HMMMM; Here, Magic, Mystery, Music and Mind.  HMMMM is an acronym which are aspects of storytelling that I believe to be important as the idea behind these elements of storytelling turn it into a reality as it’s not just reading words from a page, it is also making the words come to life; taking them off the page and bringing them to life. There are many ways in which books are read- some act it out as they’re reading. Others may sing or even make sounds to make the story more believable and interesting, which will most likely keep the children engaged. In other words, multi- sensory storytelling, for example, books with different materials or sounds, provides children with a sensory experience, enabling them to imagine the stories in depth. 

Roald Dahl uses the theme HMMMM in his books, proving us with a multi- sensory feeling. Some of the techniques he uses are also “linked to traditional oral storytelling devices” (Adams, 2016).  When reading his books, you tend to get lost in the story, absorbing it all in and unfolding narrative. Most people read for pleasure and Roald Dahl’s books are very intriguing as it fascinates people by the consistent detail he provides about his characters. 

“But the funny thing is that Mrs Twit wasn't born ugly. She'd had a quite nice face when she was young. The ugliness had grown upon her year by year as she got older."  (Roald Dahl) 

Roald Dahl is very descriptive in his writing, enabling us to imagine the characters. Incorporating HMMMM in his stories gives us a different experience, rather than just simply reading in our heads. He makes the mundane and mysterious extraordinary by incorporating magic, witches, potions etc. Sensory experiences are said to be important by Young, H., Fenwich, M., Lamb, L. and Hogg, J., who argues that “The extension of storytelling to people with profound intellectual and multiple disabilities (PIMD) has in recent years been undertaken with an emphasis on the value of sensory experience and the context storytelling provides for social interaction.”(2011, page 1).  

Story telling is enjoyable for children as it enables them to use their imagination and create an imagery, whilst also proving to promote other benefits around literacy. This relates to Clark and Rumbold’s (2006) research which found that “promoting pleasure and independence in reading can have a significant impact not only on children’s reading attainment but also on their writing ability. Gains are found in the areas of:  

• text comprehension and understanding of grammar 

• breadth of vocabulary  
• positive reading attitudes  
• greater self-confidence as readers 
• pleasure in reading in later life 
• general knowledge understanding of other cultures community 

• participation insight into human nature and decision-making". 

Reading is also ‘an active process’ in which we do that enables us to enhance our knowledge and by having a cognitive psychological perspective means that the way we develop our cognitive abilities in a step by step process, which can link with reading as it helps enhance our literacy and cognitive development. This also enables you to further expand your vocabulary and it is said by Bearne, Eve and David Reedy (2017) that “reading for enjoyment is more important for children’s educational success”.  

References

Adams, D. (2017) Hmmm. Dahl’s storytelling techniques. English 4-11. London: UKLA

Bbc.co.uk. (2019). Reading for pleasure. [online] Available at: http://www.bbc.co.uk/skillswise/tutors/using-skillswise-as-a-tutor/reading-for-pleasure [Accessed 21 Mar. 2019].

Bearne, E. & Reedy, D., 2017. Teaching Primary English : Subject Knowledge and Classroom Practice, Milton: Routledge.

Clark, C., and Rumbold, K. (2006). Reading for Pleasure a research overview. The National Literacy

Trust

Early Years Matters. (2019). Understanding the World (UW) - Early Years Matters. [online] Available at: http://www.earlyyearsmatters.co.uk/our-services/school-and-nursery-improvement-partner/knowledge-and-understanding-of-the-world-kuw/ [Accessed 21 Mar. 2019].

Hamilton, M., & Weiss, M. (1990). Children tell stories: A teaching guide. New York: RC Owen Publishers.

Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard university press.

Young, H., Fenwick, M., Lambe, L. and Hogg, J., 2011. Multi‐sensory storytelling as an aid to assisting people with profound intellectual disabilities to cope with sensitive issues: a multiple research methods analysis of engagement and outcomes. European Journal of Special Needs Education, 26(2), page 1.