he was saying the letters loudly. Then he chose to listen to the same story in the English language. The chose to listen to until the end. He ‘The Little Tiny Boy’ said to his friend beside him, and continued concentrating on at ‘look this’, listening to the story from the beginning to the end (Field notes, April 2014). Baseem enjoyed playing different activities in the story sacks. Baseem opened the butterfly story sack. He wore the butterfly, chose the big story and read it, took the small white board and drew a caterpillar (Field notes, May 2014). Baseem enjoyed interacting with the teachers in reading aloud. In the reading aloud session, Baseem happily interacted with the teachers. He imitated the movements, and answered the questions (Field characters’ teachers’ notes, May 2014). With regard to change in reading habits at home, Baseem became interested in all texts around him and eager to read stories: He has come to read more. In addition, I noticed something new: when he finds anything written, he calls his sister and asks her to read it to him because she knows how to read. He sits beside her and to me, read to She says: ‘Read me’. gets annoyed by his repeated requests, and he gets upset and complains of his sister by saying: she does not want to read it to He wants her to ‘Mother, me’. read to him even what is written in the streets or presented on the TV screen. At the end of the project I asked him, do you like He answered: ‘what doing?’ ‘I like the (pointing to the story sacks). Art Corner, Library Corner, iPad, these stories’ ‘And (pointing to the Family Corner). there’ Wafaa Wafaa is three years and five months old. She lives with her parents and two siblings. Her father is a businessman and her mother is a teacher, and the average family’s monthly income is £3200 which makes them a middle-income family.
he was saying the letters loudly. Then he chose to listen to the same story in the English language. The chose to listen to ‘The Little Tiny Boy’ until the end. He said to his friend beside him, ‘look at this’, and continued concentrating on listening to the story from the beginning to the end (Field notes, April 2014). Baseem enjoyed playing different activities in the story sacks. Baseem opened the butterfly story sack. He wore the butterfly, chose the big story and read it, took the small white board and drew a caterpillar (Field notes, May 2014). Baseem enjoyed interacting with the teachers in reading aloud. In the reading aloud session, Baseem happily interacted with the teachers. He imitated the characters’ movements, and answered the teachers’ questions (Field notes, May 2014). With regard to change in reading habits at home, Baseem became interested in all texts around him and eager to read stories: He has come to read more. In addition, I noticed something new: when he finds anything written, he calls his sister and asks her to read it to him because she knows how to read. He sits beside her and says: ‘Read to me, read to me’. She gets annoyed by his repeated requests, and he gets upset and complains of his sister by saying: ‘Mother, she does not want to read it to me’. He wants her to read to him even what is written in the streets or presented on the TV screen. At the end of the project I asked him, ‘what do you like doing?’ He answered: ‘I like the Art Corner, Library Corner, iPad, these stories’ (pointing to the story sacks). ‘And there’ (pointing to the Family Corner). Wafaa Wafaa is three years and five months old. She lives with her parents and two siblings. Her father is a businessman and her mother is a teacher, and the family’s average monthly income is £3200 which makes them a middle-income family.
Promoting%20Reading%20for%20Pleasure%20with%20Kindergarten%20Children%20in%20Saudi%20Arabia.docx