“The more that you read, the more things you will know. The more that you learn, the more places you’ll go”  

Dr Seuss 

Celebrating Literacy Through Community Engagement 

 

March was National Reading Month, and the 23rd of April was celebrated as Book Character Day. Staff at SANTS decided to combine these two occasions into one main event as an initiative of Sparkles@SANTS for community service. The staff visited the Pre-primary and Foundation Phase learners at New Hope School —a school for learners with cerebral palsy, as well as physical and learning disabilities. Located near the SANTS Head Office, New Hope School was the ideal place for staff to read aloud to learners and transport them to faraway worlds filled with dinosaurs, the Gruffalo, teddy bears, and even a scavenger hunt. 

Reading aloud to young learners plays a vital role in fostering a lifelong love of reading while laying the foundation for essential literacy skills. Beyond its influence on reading development, reading aloud significantly enhances vocabulary development, listening skills and cognitive growth. Importantly, it also supports learners’ social and emotional development, making it a powerful tool for teachers to use in their classrooms. 

Why reading aloud is a valuable tool in early childhood education

 

•  Develops language and reading skills 

Young learners are exposed to new vocabulary and creative language use that will support both their vocabulary development and phonetical awareness – two key components for reading skills. 

•  Supports the development of listening skills 

Reading aloud supports learners’ concentration and will help them to concentrate for longer periods. They learn how to listen with attention, interpret information, and identify key details from the story. 

• Stimulates creativity 

As Dr Seus said, “Reading can take you places.” When reading aloud to learners, they begin to visualise places, events, and characters, triggering their imagination.  

•  Establishes a love for reading 

 When reading aloud is presented as an enjoyable and meaningful activity, learners are more likely to develop a lifelong love of books and reading.  

Tips for teachers when reading aloud 

 

• Select an appropriate book; one that has large enough pictures for each learner in the group to see.  

• Read the book in advance. Identify potentially difficult words and prepare a few questions to ask during the reading session and afterwards. 

• Start by discussing the book’s title and front cover. Ask learners what they think the story might be about. This for stimulating cognitive skills.  

• Talk about the author and their role. Also, introduce the illustrator and explain their contribution to the book. 

• Use facial expressions and different voices for the characters to keep learners engaged. 

• Hold the book so that all learners can see the illustrations as you read. 

• Pause occasionally to ask questions. This reinforces listening skills and reminds learners to stay attentive. 

• When you come across a difficult word, ask, “Who can tell me what this word means?” Then explain the word in context to ensure understanding. 

• If learners begin to share personal stories, listen briefly, then gently redirect them by saying, “Thank you for telling us that. You can tell us more a bit later. Let’s see what happens next in the story.” 

• After the session, ask learners whether they enjoyed the book and why. This encourages reflection and language use.

A Lasting Impact: Small Acts, Big Influence 

 

Inspiring a love of reading in young learners is one of the most valuable investments we can make in their future. Through regular reading aloud sessions, we do more than build literacy—we nurture curiosity, empathy, and critical thinking. Choose a book and start reading to young learners – it’s a small act with a big influence.  

Author:

Dr Tiané Viviers on behalf of  

Prof. Joubert (Executive Academic Director) 

Dr Harrison 

Ms Joubert 

Ms Koch 

Ms Macrow 

Mr Melodi 

Ms Nel 

Ms Rikhamba  

Ms Sehata 

Ms Wilson