Guest Author - Yvonne Russell

Children love to hear and read new words. Many new children’s writers shy away from words that they feel are too difficult for the age group. Take care that this approach does not make the story or non fiction book bland, or that it does not end up like a structured school reader. It is crucial that the story and the text engage the reader.

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If it is interesting, the child will want to read on. If it is well written, the meaning of the word will become clear, either from the text and/or, in a picture book, from the picture cues. Along with this, as teachers of reading will tell you, there also needs to be a built in level of success.

Unfamiliar Words
Every writer hopes that a child will become caught up in the story, and want to find out more. The best books are those which children are caught between wanting to find out more and not wanting the book to end. The Harry Potter series books are prime examples. J.K. Rowling introduced children not just to a few new words, but to a veritable new vernacular. You will no doubt have heard of “muggles” and “quidditch”.

Long before the advent of Harry Potter, P.L. Travers wrote Mary Poppins, which was later made into a movie. Children love to get their tongue around “supercalifragilisticexpialidocious”. What is important, is how the words are presented. Remember the built in level of success with reading. So how do we get around this as writers?

Introducing New Words
Anyone who has read the Harry Potter books, knows what “muggles” and "quidditch" are. How do we know what they mean? J.K. Rowling has introduced these words in such a way, that the meaning becomes apparent. She gives us clues or has another character explain, so that is a seamless part of the story. This is called “scaffolding”.

Scaffolding does not always mean that the exact meaning of the word will be clear. However, if read in context, the reader will understand the gist of the sentence containing the difficult word or phrase. On the other hand, obviously that difficult word or phrase needs to be chosen carefully, and must add to the story. As the name suggests “scaffolding” is building a “support structure” for the word, so that the child has some clues when tackling the unfamiliar words. On the other hand, the words and phrases must add to the story. No word of phrase should ever be used for the sake of it.

Suggestion

• Look at a children's picture book or easy non fiction. Note any challenging words. How are these introduced? Is the meaning or gist of the sentence apparent from the text and/or the words. Does the context help with clarifying the meaning of the word or phrase?



• Do the same exercise looking at an easy chapter book, a middle reader and a teen fiction book.