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Literacy support in early early years education

Waves shape

Literacy support in early early years education

In early years education, the emphasis of teaching language and literature is usually on creating a base for literacy and writing skills and developing skills of interaction and learning how to learn.

Teaching emphasises sharing experiences and practising skills together and alone, also by means of communications technology.

First grade teachers typically have a group of children to teach with a wide range of different skills at the beginning of the school year. Some already know basic literacy skills while others are just learning the alphabet. Because of this, personalisation and taking the child’s skills into account is an important basis for teaching. In order to spark interest in reading, it is important to find something interesting to read and share reading experiences in different ways. One key element of assessments and providing feedback is advances in literacy skills, understanding different texts and reading as a habit.

Lukunopeustesti, lukunopeuden kehittäminen

Figure: Monitoring the progress of reading speed is easy with Qridi.

Reading journals in Qridi

How to give enough individual feedback on the progress of practising literacy skills? Qridi’s Growing as a schoolchild learning module has a ready-made reading journal with instructions. In the journal, students can record what they have read and monitor how well practising supports learning. Regardless of the level, the journal is ideal for all learners. A beginner can record audio clips about images and more advanced readers can also record short videos about a book they have read. Advanced readers can pay attention to their immersion and controlled progress when reading. Teachers can easily monitor the audio clips stored by each learner and give individual feedback quickly in a variety of ways. 

Arranging different kinds of reading campaigns with Qridi’s journal feature is easy. You can set up a class bookshelf for suggestions of what to read, arrange short plays about reading experiences in video format, record the lines of different characters in audio format or write uncomplicated words about the text.

It is also possible to check how many book covers have been stored in the journal.

Lukupäiväkirja, lukemisen harjoitteleminen, lukemisen apuvälineet


This learning module also includes the Reading assessment self-assessment. With the weekly assessment survey, learners evaluate their performance related to literacy and practising on a four-point Growing parrot scale. The learner is supported by the familiar images of the self-assessment.

Teachers can perform assessments in the same assessment and check a graph of the student’s and teacher’s assessment side by side. Routines help assessment work.

Lukemisen tukeminen, lukemisen harjoitteleminen

Goals feature

With the goals feature, learners can set themselves a number of books they want to read during a term.

The three-tiered mountain is adequate, but more levels can also be added:

Lukemisen apuvälineet

Level 1: 1–5 books Level 2: 6–10 books Level 3: 11–15 books.

Race to the summit! It is possible to check one’s progress during the journey.