We can probably all think of a time when we were emersed in a story and how that made us feel.
The power of a good story is strong, but it can be so much more than reading aloud the text in a book.
There is strong evidence that the approach of ‘teaching and modelling language’ can be effective for all children, including children from socio-economically disadvantaged backgrounds. This involves intentionally using language to show how words are used together to form sentences (grammar) and providing opportunities for them to apply it in their own speech (expressive language). Children also need to be supported to connect the meaning of words within and across sentences (receptive language).
As part of the EEF’s work developing the Early Years Evidence Store, we looked at wider evidence in this area, videos of practice, and knowledge of practice from experienced educators.
