Select three texts from three different genres covered in this unit, read and evaluate each text with explicit reference to key literary theories and contexts. Choose one to read aloud to a group of young children and critically reflect and evaluate the read aloud with reference to children's early reading development.

Reading to children helps them develop phonemic awareness, which is the capacity to hear, recognize, and manipulate individual sounds in spoken language. Phonemic awareness is vital for the development of reading in children because it helps them build reading skills. The development of this ability is necessary for reading and spelling instruction. In addition, reading aloud gives youngsters the chance to learn new vocabulary terms and see how these words are utilized in the context of the story (Short, 2014). They may pick up new vocabulary and acquire an understanding of how to properly use it as a result of this exposure. Children may learn good reading fluency and expression by listening to their parents or other adults read aloud to them. When children listen to someone else read aloud with the appropriate tempo and intonation, it helps them learn how to read aloud with a comparable level of fluency for themselves. This is significant since one of the keys to comprehending what is being read is reading aloud in a fluid manner while expressing oneself via the reading (Falbo & Polit, 1986). In addition, youngsters might learn how to develop a love of reading through listening to adults read aloud to them. When children watch another person enjoying reading, it increases the likelihood that those youngsters will also like reading. In the end, read aloud is essential for the development of reading in children because they provide various chances for children to acquire and practice crucial reading skills. This is why reading aloud is important for the development of reading in children. In addition, they may inculcate a love of reading in youngsters and model appropriate reading behaviour for them. There is a school of thought that maintains children's books should have a didactic purpose, which means they should impart knowledge on the audience. This notion is often used in the context of literary works that have an instructional purpose, such as fables and moral tales. The belief that children's literature ought to be enjoyable is another one; this view is often used to justify the telling of tales that are more carefree and humorous. One technique that is used in children's literature is the utilization of straightforward language that is easy for youngsters to comprehend (Saghir et al., 2020). One further tactic is to use pictures as a means of facilitating the story-telling process. The stories "The Tortoise and the Hare," "The Lion and the Mouse," and "The Ant and the Grasshopper" are some examples of works of children's literature that employ these ideas and tactics in various ways. The children's story "The Tortoise and the Hare" is a parable that emphasizes the need of diligence and tenacity in achieving one's goals. The narrative is told in an easy-to-understand style, and it makes use of visuals to further the narrative. The fable known as "The Lion and the Mouse" is a morality tale that emphasizes the need of treating others with consideration and kindness. The narrative is told in an easy-to-understand style, and it makes use of visuals to further the narrative. The parable known as "The Ant and the Grasshopper" is meant to instill in young minds the need of perseverance and planning (Bell, 2005). The narrative is told in an easy-to-understand style, and it makes use of visuals to further the narrative. The way in which youngsters understand the meaning of pictures books may vary depending on their age and stage of development. A younger kid, for instance, would read a book in which the main character goes to the beach as a real tale of someone going to the beach. On the other hand, an older youngster could see the same book as a metaphor for someone who is traveling from place to place (Masoni & Pixel, 2018). The idea that youngsters understand picture books based on their own life experiences is another viable explanation. For instance, a youngster who has never gone to the beach before may see a book in which a character goes to the beach as a tale about someone going to a new and exciting area. This is because the child has never been to the beach before. A youngster has gone to the beach before could understand the book as telling the account of someone traveling to a location that is already known to them as the beach. Finally, there are many who feel that children's interpretations of picture books are influenced by the kind of book that they are reading. For instance, if a book is labelled as realistic fiction, a youngster reading it could assume that the events that take place in the book, such as the character traveling to the beach, really occurred (Lathey, 2015). If the book is categorized as a fantasy book, then the youngster can read the same narrative as one that takes place in a fantastical world. Children's cerebral, moral, and aesthetic development may be greatly enhanced by reading books to them since they are a strong and effective educational tool. It is extremely essential to cultivate in youngsters the capacity to pay attention to what is being said and to become skilled in the art of communication. Children need to be able to read and comprehend children's books in order to be ready for school. This is one of the most essential abilities that a kid may acquire before beginning formal education (Karpetis, 2017). This is due to the fact that children need to be able to read and comprehend a broad range of texts in order to be successful in school. This includes books written specifically for children. Children will have a higher chance of succeeding in school if they practice reading and comprehending children's books in order to hone their reading and comprehension abilities. Prior to enrolling in elementary school, it is crucial for children to demonstrate the ability to read and comprehend simple texts, such as those found in children's books. To begin, the ideas and concepts presented in children's books are often rather difficult, and it is necessary to have this level of comprehension in order to achieve academic progress. Second, through reading children's stories, adults may model and instil in their offspring crucial life qualities, such as compassion and empathy (Garg et al., 2019). Lastly, a love of reading is critical to a child's success in school as well as in life in general. Youngsters' books may assist in the development of this passion in children. There is a strong link that exists between the ideas and tactics of children's literature and the actual written works themselves. When reading aloud to youngsters, for instance, it is essential to use a range of techniques so as to keep their attention on the tale being told. This may involve shifting the tone of your voice, using facial emotions and gestures, and asking questions at certain points in the tale. In addition, it is essential to choose children's books that are suitable not only for the kid's age but also for the things that interest the child. You will be able to assist the youngster in better comprehending the tale and developing a connection with the characters if you use these tactics (Saghir et al., 2020). It has been shown through experience that reading children's books may have a significant influence on younger readers. Literacy abilities, social and emotional development, and even levels of empathy may all be bolstered by the reading of a variety of children's books, as has been shown. In addition, studies have shown that children who are regularly read to by an adult tend to do better academically and have a better general comprehension of the world around them. As a result of this, it should come as no surprise that there is a strong relationship between the ideas and tactics of children's literature and the actual literature itself (Swift, 2020). When reading aloud to children, it is possible to assist them in better engaging with the tale and comprehending the lesson it teaches if you use the appropriate reading tactics. In addition, picking books that are geared toward children that are age-appropriate may have a beneficial effect on the development of the kid as a whole (Kidd, 2020). For knowledge of how to read aloud to children and engage them with the literature, it is vital to have an awareness of the theories and practices of children's literature. We are able to provide children with reading experiences that are both more beneficial and more pleasant if we have a better grasp of the many ways in which children process and interact with literary works. In addition, the ideas and methods of children's literature may be of use to us when it comes to evaluating and choosing real books for children, which helps to ensure that they are getting the most out of the time they spend reading. In a nutshell, ideas and tactics of children's literature are very necessary in order to provide children with reading experiences that are interesting and pleasurable. We can guarantee that children are getting the most out of their reading experiences by first gaining a grasp of how children process and interact with the books they read. References Bell, A. (2005). 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In Translating Children’s Literature. https://doi.org/10.4324/9781315753515 Masoni, L., & Pixel. (2018). The Role of Authentic Children’s Literature in Primary EFL Teacher Training. In Proceedings Of The 11th Innovation In Language Learning International Conference. Saghir, A., Firouzimoghaddam, M., Jalali, M., & Alavimoghaddam, M. (2020). A critical approach to functioning triple literary theories in the literature of children and adolescents. Revista Tempos e Espaços Em Educação, 13(32). https://doi.org/10.20952/revtee.v13i32.14925 Short, L.-B. T. (2014). Essentials of Children’s Literature. In Pearson Education (Vol. 7, Issue 2). Swift, M. (2020). Picturing the Page: Illustrated children’s literature and reading under Lenin and Stalin. In Picturing the Page: Illustrated Children’s Literature and Reading under Lenin and Stalin. https://doi.org/10.3138/9781442667419