The importance of reading to babies and toddlers

Reading to children from infancy has long been regarded as crucial for early literacy and

language development (Towell et al., 2019; Niklas et al., 2016; Cunningham & Zibulsky,

2010). Doing so encourages vocabulary development, emergent literacy skills, phonological

awareness, strengthens emotional bonds between the child and caregiver and is an important

precursor to learning to read.

Reading aloud facilitates children’s vocabulary development and acquisition of language

(Towell et al., 2019; Niklas et al., 2016; Cunningham & Zibulsky, 2010; Honig & Shin,

2001; Duursma et al., 2008). This is partly due to the rich language that is present in many

picture books, which exposes children to words that they would be unlikely to encounter

otherwise (Towell et al., 2019; Duursma et al., 2008). During shared reading the meaning of

these words can be discussed and explained, effectively building their vocabulary whilst

developing listening comprehension and increasing brain development (De Temple & Snow,

2003; Towell et al., 2019; Honig & Shin, 2001; Duursma et al., 2008).

As well as exposing children to new vocabulary, shared reading also promotes children’s

emergent literacy and language skills and increases phonological awareness (Towell et al.,

2019). During shared reading children learn to recognise letters, understand that print holds

meaning, learn how to hold a book, turn the page, and where to begin reading, all of which

are crucial skills for later reading success (Duursma et al., 2008). Reading books that explore

rhyme, rhythm and repetition is also a strong predictor of children’s phonological awareness

and alphabet knowledge (Niklas et al., 2016; Duursma et al., 2008).

Reading aloud is also an emotionally satisfying experience for both the parent and child

(Kurickova et al., 2018). Research has shown that when children are read to daily by a

nurturing and attuned adult, they are more likely to develop secure attachments and thus

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share positive connections with adults who engage the child in these emotionally-satisfying

routines (Honig & Shin, 2001; Kurickova et al., 2018; Duursma et al., 2008; Towell et al.,

2019). Sharing books with young children thus acts as a vehicle for developing and

sustaining relationships with important adults (Cunningham & Zibulsky, 2010; Duursma et

al., 2008).

Through engaging children’s motivation, curiosity, and imagination during shared reading,

parents and caregivers are also promoting a love of reading and ensuring their child’s

eventual reading success (Towell et al., 2019; Duursma et al., 2008; De Temple & Snow,

2003). Immersing children in a literacy-rich environment, whereby they are surrounded by

books and read to frequently, puts them on the path to becoming “enthusiastic, lifelong

readers” (Cunningham & Zibulsky, 2010, p. 408) and increases the likelihood of them

becoming independent readers themselves (Towell et al., 2019; De Temple & Snow, 2003). It

is crucial that these experiences begin in infancy, as research has shown that this is the most

influential practice for building the knowledge required reading (Towell et al., 2019;

Cunningham & Zibulsky, 2010; De Temple & Snow, 2003).

To conclude, infants who are read to from birth are more likely to become securely attached

human beings with a firm grasp of language and literacy, and are thus more likely to succeed

in school and in life (Towell et al., 2019; Cunningham & Zibulsky, 2010; Kurickova et al.,

2018; Duursma et al., 2008).

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 References

Cunningham, A., & Zibulsky, J. (2010). Tell me a story: Examining the benefits of shared

reading. In Neuman, S., & Dickinson, D (Eds.), Handbook of Early Literacy

Research (pp. 396-411). Guilford Publications.

De Temple, J., & Snow, C. E. (2003). Learning words from books. In Van Kleeck, A., Stahl,

S. A., & Bauer, E. B. (Eds.), On reading books to children: Parents and teachers (pp.

3-14). L. Erlbaum Associates.

Duursma, E., Augustyn, M., & Zuckerman, B. (2008). Reading aloud to children: The

evidence. Archives of Disease in Childhood, 93(7), 554-557.

https://doi.org/10.1136/adc.2006.106336

Honig, A. S., & Shin, M. (2001). Reading aloud to infants and toddlers in child-care settings:

An observational study. Early Childhood Education Journal, 28(3), 193-197.

https://doi.org/ 10.1023/A:1026551403754

Kurickova, N., Dale, S. P., & Sylva, K. (2018). Parents reading with their 10-month-old

babies: Key predictors for high-quality reading styles. Early Child Development and

Care, 188(2), 195-207. https://doi.org/10.1080/03004430.2016.1211117

Niklas, F., Cohrssen, C., & Tayler, Collette. (2016). The sooner, the better: Early reading to

children. SAGE Open, 6(4), 1-11. https://doi.org/ 10.1177/2158244016672715

Towell, L. J., Bartram, L., Morrow, S., & Brown, L. S. (2019). Reading to babies: Exploring

the beginnings of literacy. Journal of Early Childhood Literacy, 0(0), 1-17.

https://doi.org/10.1177/1468798419846199