Non-Fiction Early Readers

We asked teachers Lucy Newton, Lauren Maidman and Nikki Stiles to tell us what they thought of the new non-fiction early readers.

It can be a struggle to find good quality non-fiction early readers, especially ones that adhere to the structured phonics programme. Publisher QED has responded to this gap with the creation of a range of non-fiction early readers as part of its Reading Gems series; Reading Gems Fact Finders.

The initial set of six Fact Finders books help young children learn about animals, including Llamas, Meerkats, Sloths, Flamingos, Narwhals and Koalas - and support their development as readers.

We asked teachers Lucy Newton, Lauren Maidman and Nikki Stiles to tell us what they thought of the new non-fiction early readers.


Are the new Fact Finders non-fiction books are a useful addition for your classroom?
KS1 teacher Nikki Stiles welcomed the new series: "Non-fiction texts are precious in the world of young readers," she explains. "Non-fiction is the starting block for children beginning to read to learn. When children discover facts, their curiosity is heightened; they are reading for purpose, and even the most reluctant reader is tempted and enticed to read and enjoy their new found knowledge."

Children need to learn to read using a range of text types and books that inspire and encourage them, and some children will respond better to non-fiction texts, adds KS1 teacher Lucy Newton, "but there aren't many out there for early readers. Yet the sooner we can get children hooked, the better!"


What do you think about the levelling they give and how would you fit these books in to your own reading scheme?
The levelling seems accurate, says Newton. "The publisher, QED, says 4+ years and I would agree that they would be suitable for children towards the end of reception and throughout Year 1 to build their confidence and fluency with reading, whilst allowing a good level of independence."


Can these texts be used beyond 'learning to read'?
"Definitely", says Newton. "The books provide a great starting point to teach children about researching for themselves - especially when young children often cannot access this via the internet independently."

She points to topics covered in EYs and KS1 such as meerkats when learning about deserts and narwhals as part of learning about oceans. "These readers would also contribute effectively towards science learning in EYs and KS1 within 'living things and their habitats', including looking at differences between species such as how they have their young, what they eat and who they live with."

Stiles points to the KS1 non-fiction reports that children will be asked to create (as per national curriculum requirements). "I like that the books are based around animals to begin with as more often than not in these early years these reports are based around an animal of some description. Animals are relatable for young children, enjoyable and the facts are easy to digest."


So the books are useful, but are they also enticing to young readers?
"Yes. Yes. Yes!" confirms KS1 teacher Lauren Maidman, who describes the books as "fun, bright and engaging, filled with simple and easy to access photos and pictures". She adds, "When laid out children flocked to the bright colours and exciting new books. The fact that they were animals excited both boys and girls and made a brilliant addition to the bookshelf! They are a brilliant way into non-fiction reading for younger children."

With each book in the series following the same structure, children can also become familiar with how the books are laid out and won't struggle when they pick up a new one, Maidman adds.


Do you feel the books are well formatted, do they present the information effectively?
 As well as being colourful, filled with pictures and using simple, appealing language, the books include a range of approaches to presenting the information including pictures, diagrams, maps and bullet points, say the teacher reviewers.

Stiles was especially drawn by the photography used in the books. "Each page is made up of beautiful, brightly coloured, clear photographs with some small labels included." She adds, "I love that no drawings have been included in these books. When we teach non-fiction texts to children, we explore the features of these being real life photos and then all too often pick up a non-fiction text from the book corner which contradicts that as it uses illustrations."

The photographs are well used, directly relating to the information on the page, so providing "much-needed reassurance for young readers", Stiles adds, as their focus shifts whilst reading between picture and text for conviction that what they have just read or learnt about is correct.


What about the quizzes and discussion points at the end of each book - will children enjoy them, what skills do they help develop?
 The activities are an "excellent addition" says Newton. "Children seem to love an activity or quiz linked to something they have read, which is especially good to help to develop early comprehension skills.

"Often children's fluency improves really quickly but they can seem to struggle to develop deeper comprehension skills; activities like these help to develop that oral comprehension early on and this will feed into their written comprehension later."

The picture glossary and quiz pages at the end of the books stood out for Stiles. "The children are able to cement vocabulary learning using the extra content and repetition on key words met through the text and discuss the story further with fun, interactive comprehension games."

"I think these parts of the book can make reading a lot more fun and engaging," Maidman adds. "You could turn the quiz into a challenge for points and prizes (especially with struggling or reluctant readers), and the questions could be used both individually or as part of a small reading group."


Would you recommend these books to families - are they as useful for the home as for school?
"I think they would be really useful to help parents who are less confident with helping their children to learn to read," says Newton. "Often they don't know what to do to support them effectively and are worried they might do it wrongly, so they would definitely be useful for home too.

For Maidman, the chance to ask questions and the discussion points at the end of the books really contribute to their use at home. "These are important as some parents or guardians struggle to extend reading through questioning and talking points. I think the idea of a quiz is also a great idea for children, especially those who struggle or find reading difficult. This allows them a different way in to reading through a challenge or competition."


Are there other non-fiction topics you would like to see tackled?
These are a great addition to the Early Readers collection, says Stiles. "They look good, the animals covered are interesting and could be used both in class and at home.

"In future I would love to see these Fact Finders extended to include some key history/geography topics covered in the KS1 curriculum such as toys old and new, Kings, Queens and Castles, key individuals in history, weather, sustainability etc. These would help children to become independent in guiding their own learning, to fact find for themselves, and to share their new knowledge triumphantly with others."

Other subjects the teachers would like to see included fish, amphibians and insects, while there is also a gap on their shelves for books about other countries, buildings and transport, as well as specific periods in history. Broadening the range of early non-fiction readers would, the teachers responded, help entice all kinds of readers at this important stage in their reading journey.