The Case for the Use of Big Books in the Early Years Classroom

Abstract

This paper examines the demands made on the beginning reader. In an attempt to highlight the many skills required of the novice reader, a study which charts the way that young children come to see themselves as readers is noted. The implications for classroom practice to promote reading development are considered and the resources used by teachers to introduce children to reading are examined. A case is made for the use of Big Books in the teaching of reading as a means to making the reading process visible and accessible to all children.