From Picture Books to Chapter Books

Discover how to help support your child as they transition to chapter books in our guest blog by literacy advocate Julia Bastin.

Picture books are wonderful, and becoming better and better. There seems no limit to the inspiring stories and inspired illustrators, not to mention the print technology that allows fabulous pop-ups and sparkles and even sounds. How lucky we are to read these with our children or grandchildren, at bedtime or any time, sitting cosily together on the sofa…

Spare a thought for these same children as beginner readers, wriggling on hard chairs in a classroom and putting in all the effort of reading aloud, only to be judged on every slip they make. All that’s joyful about picture books is stripped out: wordplay, sophisticated illustration, special effects. It may be enough to make children functional readers – but what can we do to make them motivated and willing readers – truly, readers for life?

Showing your own interest is key. If your children are sent home with reading books three times a week, then hearing them read, and discussing the story they have read (even if you agree that it’s lame) shows that you value their efforts. You can supplement their school reading with books that pick up on their interests (do ask class teachers if they have any suggestions). There are some brilliant series for beginner and developing readers, with examples given below. These provide valuable support for the early reader: a familiar setting, a consistent level of language and structure. Finishing one book in a series and moving on to the next is always satisfying and motivating.

Children don’t always need to be challenged. It’s so disheartening for a child to be told ‘you’re too old for that’, whether ‘that’ is a well-loved picture book or a wonderfully silly and subversive comic. As grown-ups, we may be capable of reading Dostoevsky, but we value our comfort reads, too. Your child’s school should be setting their challenge reading; you can help by providing reading that constantly encourages them to read further: not because they ought, but because they really want to.

A note on levels*

At this level, building confidence is key. Short, manageable stories give beginner readers valuable practice, as well as the vital sense of achievement in finishing one book and moving on to another. The best books at this level may well have lavish full-colour illustrations, but it’s clear that the text – however brief – is paramount. Sentences are short, and words are clearly printed and carefully chosen for ease of reading. The change in format from large pages to something closer to standard paperback size also sends a subtle message: grown-ups read books that look like this…

(book bands 7-9, Turquoise to Gold, normally Year 1-2/ Scotland P2-3)

This is the level at which children can start to stretch their reading abilities. Achievable reading is still really important, but the reading range becomes wider. With confidence and practice, children are better able to tackle non-fiction (often more challenging than stories for beginner readers, because it introduces specialised terms; at the same time, it can be much more engaging for those children who prefer relatable real life). Series fiction becomes compelling because young readers love the inbuilt support of a story with familiar characters and a degree of predictability – not ‘boring’ to them as it might be to adult readers, but offering a framework to support their growing confidence. Humour is a powerful motivator. At this point, children might be progressing from full-colour full-page illustration to incidental illustration, in colour, two-tone or black and white.

(book bands 10-11, White to Lime, normally Year 2/Scotland P3)

Developing readers can be voracious. This is the stage when it is really worth making use of your local library or exploring the children’s shelves in charity bookshops. School book clubs can offer excellent value on packs from a series. Series fiction comes into its own: some charming, some only middling; but everything has its role in boosting children’s reading confidence and developing their stamina. If you are able to introduce a little variety and more sophisticated storytelling at this stage, that’s a fringe benefit rather than the ultimate goal, which is for children to develop a genuine enthusiasm for reading. It’s altogether better for a child to read a book they enjoy than be shamed into putting it down (and this is a battle you may have to fight with grandparents or other well-meaning adults). Today’s omnivorous readers will grow into tomorrow’s discerning ones.

(book bands 11+, Lime and above, normally year 2+, Scotland P3+)

It’s not uncommon for children to master the basic skill of reading and then appear to lose enthusiasm – to their parents’ distress. This is the stage at which one would hope their reading might become more secure, more diverse, more ambitious; but also the stage at which competition from screens becomes much more insistent. Sad to say, boys can still face negative peer pressure when they’re seen reading. Compulsively readable adventure (often within the familiar parameters of a series) and humour are some of the best antidotes.

Series fiction continues to be hugely popular both with young readers and with publishers (and of course with adults too). Shorter series are more common, but two standout longer series are How to Train Your Dragon and A Series of Unfortunate Events. From there, it’s only a short step to Harry Potter and beyond.

And if your child continues to struggle, don’t despair… Talk to their class teacher before jumping to any conclusions. There may be an underlying problem, but don’t rush to diagnose it before you’ve spoken to professionals and specialists. 

Sometimes, children can’t help reacting to pressure of expectations. A child who doesn’t enjoy reading and finds it difficult can still enjoy stories, whether read by you or on audiobooks: listening to really well-told stories gives children the experience of rich imaginative language that will ultimately help their own reading and writing. Many libraries have good collections of audiobooks and growing collections of e-audiobooks for children. 

Comics and graphic novels can be hugely supportive for struggling readers, not because the images are any kind of ‘cheat’ but because they reward a broader visual literacy. Magazines such as the brilliant Phoenix motivate young readers to follow storylines week by week, keen to know what happens next.

There’s no single right way to build up a lifelong reader; but showing your own interest, encouragement and support will make an enormous difference.

Julia Bastin has worked for a major children’s publisher for many years. She has three children, and has volunteered as a reading support assistant and library coordinator in local primary schools, as well as writing a blog for young readers. She is passionate about helping children to surmount the challenges and discover the rewards of reading.

 *There are various book levelling systems, and sadly they are not all that clear to non-book-professionals. Many schools use the book banding system, mapping a progression from very beginners to independent readers through 11 (sometimes up to 15) colour levels. School reading scheme books often give band colours and levels on the covers, but it’s rare for books outside reading schemes to do that. You’ll find some helpful suggestions for books at your child’s book band level here.

For schools which use the Accelerated Reader system, AR tracks your child’s reading level and will suggest further reading choices at the same or a slightly higher level. Your child’s school will show you how you can use AR data most effectively to expand their reading.

Many libraries have their own systems to indicate early reading levels – ours locally have different numbers of stripes on the spine. If you are in any doubt, do ask the children’s librarian: if they are able to help, they surely will (librarians are very much invested in encouraging future library users).