From the earliest days, talk with your child about what you are reading. You might
point to pictures and name what is in them. When he is ready, ask him to do the same. See
if he can find the little mouse in the picture, or whatever is fun and right for the book.
Later, when you read stories, read slowly and stop now and then to think aloud about what
you've read. From the time your child is able to talk, ask him "What do you think
will happen next?" or "Do you know what a palace is?" Answer his questions
and, if you think he doesn't understand something, stop and ask. Don't worry if you break
into the flow of a story to make something clear.
Parent Pointer
Nothing is more important in helping
children become readers than reading books aloud with them.
Learning About Print
Reading aloud together is a perfect time to help a late toddler or early
preschooler learn what print is. Now and then, stop and point to letters and words as you
read them; then point to the pictures they stand for. Your child will begin to understand
that the letters form words and words name the picture. You are also letting him know that
each letter has its own sound. This is one of the most important things your child can
know when learning to read.
By the time children are 4, most have begun to understand that printed words have
meaning. By age 5, most will begin to know that not just the story, but the printed words
themselves go from left to right.
(Follow the words with your finger to help get this message across.) Many will
even be identifying some capital and small letters and simple words. (For some ideas on
learning letters, see
As Simple as
ABC.)
In late kindergarten or early first grade, your child may begin to read from print
himself. He may want to do it instead of you. Let him! But be sure he wants to do
it. It should be something he is proud and eager to do, not a lesson.
Look for Books!
What books you pick to read are also important. Ask a librarian to help you find
books that are right for your child's age. As your child grows older, the librarian can
continue to help find exciting books for both of you. (For more information on what
libraries have to offer, see
Libraries.)
Introduce your baby to cardboard or cloth books with big, simple pictures of
things she sees every day. Your child might want to chew or throw the book at first. But
after a while, she will become more interested as you point to pictures and talk about
them. When the baby becomes a toddler, she will enjoy helping choose books to read.
As she grows into a preschooler and kindergartner, the two of you can look for
books with longer stories and more words on the pages. Also look for books with repeating
words and sentences that she can begin to read or recognize when she sees them on the
page. By early first grade, add to the mix some books designed for beginning readers,
including some with chapters.
Keep in mind that during these years children most often enjoy books with people,
places, and things that are like those they know. The books could be about where you live
or about parts of your culture, like your religion, your holidays, or the way you dress.
If your child is interested in special things, like dinosaurs or ballerinas, look for
books about them.
Also, from the toddler years through early first grade, look for books with poems
and other rhymes. Remember when your baby heard your talking sounds and tried to imitate
them? Rhymes are a later step. Rhymes, along with repeated words and phrases, teach your
child about sounds and words. They also spark excitement about what comes next, which adds
fun and adventure to reading. (For rhyming activities, see
Rhyme with
Me: It's Fun, You'll See!.)
Show Your Child You Read
When you take your child to the library, check out a book for you. Then set a good
example by reading yourself. Ask your child to get one of his books and join you while you
read a book, magazine, or newspaper. Don't worry if you feel uncomfortable with your own
reading ability.
Just doing it counts. When your child sees that reading is important to you, he
may decide it is important to him, too. (For ideas on how to help your child love books,
see
A Home
for My Books.)
