2 LANGUAGES, 1 SET OF SKILLS

Kris D. Gutierrez is an associate professor at the UCLA Graduate School of Education and Information Studies

One question parents and teachers frequently ask is: Can non-English-speaking parents help their children learn to read in English? The answer, of course, is yes. Not only can non-English-speaking parents help their children develop early reading skills, they also can help their children develop literacy skills and behaviors that contribute to successful participation in school and community life.

Across languages, learning to read requires developing the same set of skills and practices. Much of the debate on English language learning has obscured the fact that reading in any language can help build English reading skills. There is considerable research that reports that knowledge about language and literacy acquired in the first language helps children learn to read in a second language.

There are many strategies and activities that all parents, regardless of their language, educational and economic backgrounds, can use to help their children build basic reading skills.

Non-English-speaking parents can read to their children in the home language. Children who are read to on a regular basis come to school already equipped with so many important skills and a broad knowledge base that assists them with their school-based reading.

For example, they develop the attention span and good listening skills necessary for instruction. These children also learn how to look at and talk about books. Parents also can select picture books that allow both adults and children to create their own stories and, in doing so, assist children in associating print, symbols and images with meaning.

The more children are allowed to interrupt, read along and make comments, the more opportunities they have to develop question-asking and thinking skills. These skills can be developed in the home language.

Because children can listen to and understand stories that are so much more complex than they themselves can read, they can learn new vocabulary and concepts beyond their current level of literacy development in English or the home language. Children who are read to can also develop other skills and strategies that are critical to developing good comprehension abilities such as interpreting, predicting plots and summarizing stories.

But the development of these skills does not have to be limited to the reading of printed text.

One of the most engaging activities for children is to participate in storytelling. All families have rich stories to tell.

Children learn much from this activity about the structure of stories, about plot and character development, and about the enjoyment that can come from stories, including stories about their family life and folk tales that are passed down from one generation to another.

Children learning to read in English can also learn English language words, sounds and important reading-aloud skills from storybooks with accompanying audiotapes. Think of all the vocabulary words, letter sounds and ideas that a child can learn from hearing “Charlotte’s Web” or a Shel Silverstein poem, for example. When the practices of reading aloud to children and storytelling in any language are routine home activities, both children and families benefit.

BOOK EVENTS

* Tuesday in El Monte: After-school storytime at the El Monte Library will include winter stories and a crafts activity for children and their families. 3224 Tyler Ave., 3:30 p.m. (626) 444-9506.

* Wednesday in Montrose: Storytime at Once Upon a Time bookstore for children of all ages. 2284 Honolulu Ave., 11 a.m. (818) 248-9668.

* Saturday in Los Angeles: Storyopolis bookstore will feature a “Tooth Fairy Craft and Story Hour” for children ages 2 to 7. Admission is $6 per child for the craft activity and free for the reading. Reservations required. 116 N. Robertson Blvd., 11:30 a.m. (310) 358-2500.