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Observe a child's reading behaviors during a storytelling session and record specific characteristics, behaviors, and vocabulary levels. Use anecdotal records to note observations over multiple sessions, marking changes with different colors. Select a child from the video, record their spoken words, and analyze their language use, including setting statements and tense usage.

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The observation of children's reading behaviors is a critical component in understanding their literacy development and guiding instructional strategies. This process involves systematically recording children's responses and behaviors during shared reading activities and analyzing their emerging literacy skills, including vocabulary, comprehension, and expressive language abilities.

The initial step in this observational process is to identify specific characteristics or behaviors that demonstrate a child's engagement and understanding of texts. As detailed in the instructions, educators should check off observable behaviors such as describing pictures, retelling stories, pointing to words, or demonstrating phonological awareness. These behaviors serve as indicators of a child's literacy development at various stages. For example, a child describing a picture may indicate emerging decoding or comprehension skills (Cardno, 2018). Tracking these behaviors over multiple observations allows educators to notice patterns and progress.

Anecdotal records are valuable tools often used in early childhood literacy assessment. As suggested, educators should record observations at different points in time, using different colors of ink to distinguish between sessions. This practice helps visualize growth and identify specific areas needing support, aligning with best practices in formative assessment (Vogt & Shearer, 2021). The purpose of such observation is to gather objective data on literacy skills, particularly vocabulary development, which is foundational to reading comprehension and fluency (Baker & Schommer-Aikins, 2019).

When documenting shared reading experiences, selecting a child from the video and recording their exact spoken words provides insight into their language development. The interpretation of these words, including the use of story titles, setting statements, and tense, reveals their understanding of narrative structure, grammar, and vocabulary. For example, a child saying, "The yellow cat Harry took a ride," demonstrates grasping of story elements, noun recognition, and past tense usage, aligning with developmental milestones in oral language (García & Jiménez, 2020).

Analyzing children's speech during shared reading allows educators to assess vocabulary breadth and depth, syntactic development, and comprehension. Noticing whether a child provides a story title or describes settings helps evaluate their narrative skills (National Early Literacy Panel, 2008). If a child's language usage is inaccurate, such as inconsistent tense or missing details, it indicates areas to focus instruction on, including grammar and vocabulary-building activities.

It is essential to interpret observational data within the context of each child's developmental stage and linguistic background. The subjective impressions should be set aside, and focus should be maintained on observable, objective behaviors and language use (Snow, 2019). Consistent documentation gives educators a comprehensive picture of literacy growth over time, facilitating personalized instruction.

Overall, systematic observation and recording during shared reading sessions provide invaluable insights into early literacy development. Through careful analysis of children's spoken language, behaviors, and responses to texts, educators can tailor instruction to support each child's journey toward proficient reading and comprehension.

References

• Baker, S., & Schommer-Aikins, M. (2019). Vocabulary and Reading Comprehension Development. Reading Psychology, 40(2), 105-124.
• Cardno, C. (2018). Observing Reading Behavior in Early Childhood. Early Childhood Education Journal, 46, 305-312.
• García, H., & Jiménez, R. (2020). Narrative Skills and Language Development in Young Learners. Journal of Early Childhood Literacy, 20(3), 332-350.
• National Early Literacy Panel. (2008). Developing Early Literacy: Report of the National Early Literacy Panel. National Institute for Literacy.
• Snow, C. E. (2019). Unraveling the literacy development process. Perspectives on Language and Literacy, 45(1), 12-20.
• Vogt, W. P., & Shearer, R. L. (2021). Observation Techniques in Early Childhood Classrooms. Educational Researcher, 50(5), 304-312.
• Farstrup, A. E., & Samuels, S. J. (Eds.). (2014). What Research Has to Say About Vocabulary Instruction and Literacy Development. International Reading Association.
• Neuman, S. B., & Roskos, K. (2015). Nurturing the Development of Early Literacy in Context. Harvard Educational Review, 85(2), 298-319.
• Cain, K., & Oakhill, J. (2018). Reading Comprehension Development in Children. Scientific Studies of Reading, 22(2), 132-148.