Predictable pattern books with beginning readers in a Chapter 1 classroom

In school reading programs, students need opportunities to engage in the language processes. They need experiences that are meaningful to them and ones in which they find success. Children can enhance their literacy with an abundance of quality literature experiences and exposure to a print rich literary environment (Meek, 1982). One means of supporting beginning readers in breaking the written language code is to provide opportunities in the instructional program to experience language patterns over and over, such as are found in predictable pattern books. These works provide a source of support for children while they are trying to make sense of print. They are easy to read because they contain whole units of meaning that flow naturally with the assistance of specific language patterns. These qualities can offer immediate success for beginning readers (Routman, 1988)