Reading aloud to children: The evidence

Reach Out and Read National Center, Boston, MA, USA.
Archives of Disease in Childhood (Impact Factor: 2.9). 08/2008; 93(7):554-7. DOI: 10.1136/adc.2006.106336
Source: PubMed


Reading aloud to young children, particularly in an engaging manner, promotes emergent literacy and language development and supports the relationship between child and parent. In addition it can promote a love for reading which is even more important than improving specific literacy skills.21 When parents hold positive attitudes towards reading, they are more likely to create opportunities for their children that promote positive attitudes towards literacy and they can help children develop solid language and literacy skills. When parents share books with children, they also can promote children's understanding of the world, their social skills and their ability to learning coping strategies. When this message is supported by child health professionals during well child care and parents are given the tool, in this case a book, to be successful, the impact can be even greater. This effect may be more important among high risk children in low income families, who have parents with little education, belong to a minority group and do not speak English since they are less likely to be exposed to frequent and interactive shared reading.

Download full-text


Available from: Elisabeth Duursma, Apr 04, 2014
1 Follower
92 Reads
  • Source
    • "Backed up by a wealth of studies (e.g., Bus, 2001; DeBaryshe, 1995; Duursma et al., 2008; Hart & Risley, 2003; Sénéchal, 2000), most parents in Western countries are aware of the need for verbal interaction from Learning and Individual Differences 36 (2014) 69–75 ⁎ Corresponding author at: Wassenaarseweg 52, 2333AK Leiden. "
    [Show abstract] [Hide abstract]
    ABSTRACT: At the birth of their child, parents living in areas where BookStart has been adopted receive a Package containing a baby book, a CD, and a flyer about book sharing. In this study we tested whether this extensive, nation-wide intervention is a stimulus for language development. Three hundred and fifty-nine ‘BookStart families’ were compared with 225 control families. Assessments took place when the infant was 8 months old, and 7 months later. The overall effects of BookStart on language development at 15 months were small (d = 0.05) but moderately high (d = .46) in a sub-sample of temperamentally highly reactive children (25% of the sample). Findings were in line with the differential susceptibility model. A reactive temperament proved a risk factor for language development, due to low verbal stimulation from parents in the first years, but an asset when parents increased verbal parent-child interaction under the influence of BookStart.
    Learning and Individual Differences 11/2014; 36. DOI:10.1016/j.lindif.2014.10.008 · 1.58 Impact Factor
  • Source
    • "Most kindergartners have a nascent awareness of the sound-symbol relationship in printed words and have begun to accrue baseline knowledge of a small assemblage of letters and sounds as is demonstrated in their invented spelling attempts (Sulzby, Barnhart, & Hieshima, 1989; Treiman & Kessler, 2003). A sub-sample of children in each kindergarten classroom is already, by 5 years of age, lacking in competencies fundamental to learn to read (Duncan et al., 2007) due to sparse experiences in the early years or inability to take advantage of their environment (Shonkoff & Phillips, 2000; Stipek & Ryan, 1997) and as a result their capacity to benefit from beginning reading instruction may be compromised (Byrne, Fielding-Barnsley, & Ashley, 2000; Duursma, Augustyn, & Zuckerman, 2008; Silva & Alves-Martins, 2002; Snider, 1995). In this line of argumentation, our study tests whether an early intervention creates a better starting position for learning to read in primary education (e.g., Byrne et al., 2000; see for meta-analytic evidence: Bus & van IJzendoorn, 1999; Ehri et al., 2001). "
    [Show abstract] [Hide abstract]
    ABSTRACT: Living Letters is an adaptive game designed to promote children's combining of how the proper name sounds with their knowledge of how the name looks. A randomized controlled trial (RCT) was used to experimentally test whether priming for attending to the sound-symbol relationship in the proper name can reduce the risk for developing reading problems in the first two grades of primary education. A Web-based computer program with more intensive practice than could be offered by teachers affords activities that prompt young children to pay attention to print as an object of investigation. The study focused on a sub-sample of 110 five-year-old Dutch children from 15 schools seriously delayed in code-related knowledge. Outcomes support the need for early remedial computer programs, and demonstrate that, without a brief but intensive treatment, more children from the at-risk group lack the capacity to benefit from beginning reading instruction in the early grades. With an early intervention in kindergarten, children with code-related skills delays gained about half a standard deviation on standardized tests at the end of grade 2.
    Reading and Writing 08/2012; 25(7):1479-1497. DOI:10.1007/s11145-011-9328-5 · 1.44 Impact Factor
  • Source
    • "Children who are read to in their preschool years are more likely to learn to read on schedule in school. Although reading aloud is also a marker for more educated parents and more generally literacy-rich environments, the amount of time children spend listening to books being read aloud is clearly associated with their language skills at school entry, and reading aloud in the preschool years is associated with childhood literacy acquisition [20] [21]. After controlling for family education and socioeconomic status, the literacy qualities of a child's home are associated with language skills [22] [23]. "
    Advances in Pediatrics 01/2009; 56(1):11-27. DOI:10.1016/j.yapd.2009.08.009
Show more