As a young child, I did not like to read. At bedtime, I remember asking my parents to make up a story or sing me a song instead reading me a kids book. My teachers were very concerned about my ability to learn to read and asked my parents to enrol me into a supportive learning program for literacy. Fortunately with the extra literacy help, I was able to read at an age appropriate level by the second grade.
The evidence that reading to your child can help support their development is not new. In the 1980’s, there was a study that found that parents whom read kid books to their children daily were more interested in books later in life.
In 2018 there was a study published that followed 55 parent-child couples between the ages of 1 and 2.5 years, and analyzed interactions in which parents were reading books to their children. They followed these children into later life, and found that the quantity of book reading in early childhood actually predicted improved language and literacy outcomes when the children were in elementary school, and helped the children learn to read.
What was particularly interesting was that children whom were read to more often at ages 1-3 showed improved receptive vocabulary (understanding) and reading comprehension in elementary school, as well as a higher internal motivation to read in when they were in 4th grade.
The biggest difference between Madi and I is how drawn she is to kids books. Even as an infant, she enjoyed looking at pictures in books and would often flip through pages independently. Now as a toddler she asks me to read to her throughout the day and even pretends to read by herself. I find it interesting that, since I became a parent, I really enjoy reading to Madi even though I never enjoyed it as a child. It is a special time for us to cuddle and connect.
I try to read at least 2 kids books to Madi every day. Before bed always is a great time for us and we have incorporated it into our regular bedtime routine. When I read to her I often describe the pictures in the book in our own words, explain word meanings, and relate the books content to Madi’s own personal experiences. Not only is this a great experience to bond with Madi, but also studies show that speaking in a more complex manner to your child and describing the books can support your child’s language development!
As an adult, I don’t read for pleasure as often as many of my friends and I wonder if that is because I preferred not to be read to as a child. Studies show that the quantity in which parents read to their children in early life can support their language skills later on, and encourage them to read more! Based on Madi’s trajectory I’m hoping she will be a life long reader!
Learn more from Dr. Mom
Bus, A. G., Leseman, P. P., & Keultjes, P. ( 2000). Joint book reading across cultures: A comparison of Surinamese‐Dutch, Turkish‐Dutch, and Dutch parent‐child dyads. Journal of Literacy Research, 32( 1), 53– 76.
Bus, A. G., Ijzendoorn, M. H., & Pellegrini, A. D. ( 1995). Joint book reading makes for success in learning to read: A meta‐analysis on intergenerational transmission of literacy. Review of Educational Research, 65( 1), 1– 21.
Mol, S. E., & Bus, A. G. ( 2011). To read or not to read: A meta‐analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137( 2), 267– 296.
Payne, A. C., Whitehurst, G. J., & Angell, A. L. ( 1994). The role of home literacy environment in the development of language ability in preschool children from low‐income families. Early Childhood Research Quarterly, 9( 3–4), 427– 440.
Sénéchal, M., & Lefevre, J. ( 2002). Parental involvement in the development of children’s reading skill: A five‐year longitudinal study. Developmental Psychology, 73( 2),445– 460.
Sénéchal, M., Lefevre, J., Thomas, E. M., & Daley, K. E. ( 1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33( 1), 96– 116.
Demir-Lira, O.; Applebaum, L.; Goldin-Meadow, S.; Levin, S. Parents’ early book reading to children: Relation to children’s later language and literacy outcomes controlling for other parent language input. Developmental Science. October 16 2018.