Reading with Your Child
Do you enjoy reading a good book? Do you go to the library? Do you read the newspaper and magazines? If you do these activities, there is a good chance your preschool child will become a reader too. Studies show that reading aloud motivates your child to learn behaviors connected to talking, listening, reading, and writing and extends their knowledge about the world around them (Hoffman, Roser and Battle, 1993).
Why Should Parents Read Aloud with Their Children?
The Commission on Reading believes that reading with your child is the most important thing you can do to prepare your child for success in school (Anderson, Hiebert, Scott, and Wilkinson, 1985). Many doctors believe that a child who has never been read to is not fully a healthy child. The American Medical Association suggests that doctors prescribe “reading to children” (Family Literacy Foundation, 2002a).
The benefits of reading aloud to your child are numerous:
- Children’s self esteem grows when a person they care about reads to them.
- Communication increases between parent and child.
- Children build skills: listening, vocabulary, language, and memory.
- Imagination and creativity are developed.
- New information about the world is learned.
- Children develop personal interests.
- Children learn positive behavior patterns and attitudes.
(Family Literacy Foundation, 2002a; Trelease, 2001; Schickedanz, 1999)
Handling Challenges while Reading Aloud
The Family Literacy Foundation (2002b) outlines challenges you might face and possible solutions for each.
- Short attention span
- Encourage participation by holding the book, turning the page, and answering questions.
- Story is too long
- Stop reading and continue another day.
- Skip some pages to read ahead.
- Read shorter books.
- Distractions and noises nearby
- Turn off the TV or radio.
- Show the pictures to hold your child’s attention.
- Setting is uncomfortable
- Find a comfortable place.
- Sit close to your child.
- Child seems disinterested in reading
- Allow your child to select the book.
- Have a special place for your child to keep books.
- Give books as gifts.
Always remember to be patient. The art of listening does not happen overnight. (Trelease, 2001).
Helpful Hints for Reading Aloud
It is important to talk about what you are reading before, during, and after reading. “It is that talk that surrounds the storybook reading that gives it power, helping children to bridge what is in the story and their own lives” (IRA and NAEYC, 1998). Here are some tips for sharing books. (Fisher, Flood, Lapp, and Frey, 2004)
Before Reading
- Read the book to yourself before reading to your child. Practice how you will make it a fun experience for your child. Think about questions to ask.
- Introduce the book—read the title, author, and illustrator. Talk about the cover art. Ask your child what the book might be about.
During Reading
-
Sit close to your child. Allow your child to see and touch the book and pictures. Invite your child to join in making sounds and movements associated with the story.
-
Use your finger to track the print as you read to show how print moves across the page and from top to bottom
- Make eye contact with your child and use facial expressions.
- Talk about the book and how it relates to your child’s experiences.
- Ask questions such as: Why do you think…? Have you ever…? Does this remind you of…? What does the author mean by…? What if…?
After Reading
- Have your child draw a picture or do a project together that builds on what you have read. Look for other books by authors your child enjoys.
- Be a role model to help your child learn that reading can be fun and engaging.
Tips for Rereading a Familiar Story
When reading the same book over and over again:
- Have your child repeat words, rhymes, or dialogue of a character.
- Pause and let your child say a word that ends a predictable or repetitive phrase.
- Invite your child to fill in words in a rhyming text.
Selecting the Best Books for Your Child
When it is time to pick out a book to read:
- Choose a book that is age appropriate with simple pictures and interesting story lines.
- Look for familiar topics: animal books, predictable storylines, rhyming books, problem solving stories, and fantasy
- Choose a book that you enjoy reading and will enjoy sharing.
- Choose both stories and informational books.
Choose books that reflect what preschoolers like and know. Following are suggestions:
-
Enjoyment of rhyme, rhythm, repetition, and alliteration
The Cat in the Hat by Dr. Seuss
Millions of Cats by Wanda Gag
Read Aloud Rhymes for the Very Young compiled by Jack Prelutsky
-
A love of and interest in animals
The Very Busy Spider by Eric Carle
The Very Hungry Caterpillar by Eric Carle
Brown Bear, Brown Bear, What Do You See? by Bill Martin, Jr.
-
New concepts—alphabet, colors, numbers
Chicka Chicka Boom Boom by Bill Martin, Jr. and John Archambault
Color Farm by Lois Ehlert
Count by Denise Fleming
(Recommendations from Cohen, Belgay, and Fisher, 1998; Trelease, 2001; Strickland and Morrow, 1989; Yopp and Yopp, 2000)
If you are not a good reader, you can still encourage your child. Ask an older sibling, a family member, or a friend to read aloud to your child. Encourage family and friends to give books as presents. Check out your local library’s story time programs.
The more your child gets to practice behaviors connected with talking, listening, reading, and writing, the easier it becomes for your child to become a successful reader (National Center for Family Literacy, 2003). When your child sees the joy you experience from reading aloud, chances are your child will pick up books too.
The more your child is exposed to quality books and the joy of reading, the more your child learns the value of the experience.
References
Anderson, R.C., Hiebert, E.H., Scott, J.A., and Wilkinson, I.A.G. (1985). Becoming a Nation of Readers: The Report of the Commission on Reading. Washington, D.C.: National Institute of Education.
Cohen, L.R., Belgray, A.B., and Fisher, M., The Children’s Book Committee of Bank Street College of Education (1998). “Developmental Considerations in Selecting Books for Children.” The Northwest Regional Educational Laboratory’s The Tutor Newsletter (Winter 1998). www.nwrel.org/learns/tutor
Family Literacy Foundation (2002). "Why Read Aloud with Children?" http://www.read2kids.org/documents/whyreadaloud.pdf
Fisher, D., Flood, J., Lapp, D., and Frey, N. (2004). “Interactive Read Alouds: Is There a Common Set of Implementation Practices?” The Reading Teacher 58(1), pp. 8–17.
Hoffman, J.V., Roser, N., and Battle, J. (1993). “Reading Aloud in Classrooms: From the Modal to the ‘Model.’” The Reading Teacher 46, pp. 496–503.
International Reading Association (IRA) and National Association for the Education of Young Children (NAEYC) (1998). “Learning to Read and Write: Developmentally Appropriate Practices for Young Children.” Washington, D.C.: NAEYC. www.naeyc.org
Morrow, L.M. (2003). “Motivating Lifelong Voluntary Readers.” In Handbook of Research on Teaching the English Language Arts, eds. J. Floor, D. Lapp, J. Squire, and J. Jensen. 2nd ed. pp 857–867. Mahwah, NJ: Erlbaum.
Reese, D.A. and Harris, V.J. (1997). “Look at this Nest! The Beauty and Power of Using Informational Books with Young Children.” Early Child Development and Care, 127/128, pp. 217–231. Schickedanz, J.A. (1999). Much More Than the ABCs: The Early Stages of Reading and Writing. Washington, D.C.: NAEYC.
Strickland, D. and Morrow, L.M. (1989). Emerging Literacy: Young Children Learn to Read and Write. Newark, DE: International Reading Association, Inc.
Trelease, J. (2001). The Read-Aloud Handbook. 5th ed. New York: Penguin Putnam.
Yopp, R.H. and Yopp, H.K. (2000). “Sharing Informational Text with Young Children.” The Reading Teacher 52, pp. 410–423.
BACK