READING TO CHILDREN

RESEARCH FINDING:

The  best  way for parents to help their children  become  better 
readers is to read to them--even when they are very young.  Chil-
dren  benefit most from reading aloud when they discuss  stories, 
learn  to identify letters and words,  and talk about the meaning 
of words.

COMMENT:

The  specific skills required for reading come from direct exper-
ience with written language.   At home,  as in school,  the  more 
reading the better.

Parents  can  encourage  their children's reading in  many  ways.  
Some tutor informally by pointing out letters and words on  signs 
and containers.  Others use more formal tools, such as workbooks.  
But children whose parents simply read to them perform as well as 
those  whose parents use workbooks or have had training in teach-
ing.

The  conversation that goes with reading aloud to children is  as 
important as the reading itself.   When parents ask children only 
superficial questions about stories, or don't discuss the stories 
at  all,  their children do not achieve as well in reading as the 
children  of parents who ask questions that require thinking  and 
who relate the stories to everyday events.  Kindergarten children 
who  know a lot about written language usually have  parents  who 
believe that reading is important and who seize every opportunity 
to act on that conviction by reading to their children. 
Anderson, R. C. et al. (l985). Becoming a Nation of Readers:  The 
Report of the Commission on Reading.   Urbana, IL:  University of 
Illinois, Center for the Study of Reading.

Brzeinski,  J.  E.  (l964).   "Beginning Reading in Denver."  The 
Reading Teacher, Vol. l8, pp. l6-2l.

Chomsky,  C. (l972).  "Stages in Language Development and Reading 
Exposure."  Harvard Educational Review, Vol. 42, pp. l-33.

Dunn,  N. E. (l98l).  "Children's Achievement at School-Entry Age 
as  a  Function  of Mothers' and Fathers'  Teaching  Sets."   The 
Elementary School Journal, Vol. 8l, pp. 245-253.  

Heath,  S.  B. (l983).  Ways with Words:  Language, Life and Work 
in Communities and Classrooms.   New York:   Cambridge University 
Press.