| Providing positive, enjoyable literacy experiences | | | | they work is important to literacy development. |
| give young children opportunities to gain the | | | | Show how books work. Point out the cover, |
| knowledge, awareness, skills, and love of learning | | | | show which is the top and bottom, front and |
| that they need to later learn to read | | | | back of the book, and talk about how words are |
| independently. Here are 8 ways you can provide | | | | read from left to right on the page. Use your |
| those experiences: | | | | finger to point to a word and the corresponding |
| CHOOSE THE RIGHT BOOKS | | | | picture on the page. |
| Choose books that have large colorful pictures or | | | | TALK TO YOUR CHILD |
| photos; a few words on a page; rich language; | | | | Remember literacy is about more than reading |
| and relate to concepts, people, or things in | | | | the printed word, it is about communication and |
| children's lives. With this exposure, young children | | | | understanding. |
| learn that books and reading explain the world | | | | According to the National Research Council in |
| they live in and ultimately help them better | | | | Starting Out Right: A Guide to Promoting Reading |
| understand themselves. Sound like a tall order for | | | | Success, "Talk is essential - the more meaningful |
| a toddler? | | | | and substantive the better." Babies and toddlers |
| Not really when you consider perennial favorites | | | | learn about the sounds, meanings, and ideas in |
| such as The Hungry Caterpillar. This book does | | | | language when adults talk with them. Preschoolers |
| not contain many words but teaches counting and | | | | expand their vocabulary and learn sentence |
| science concepts. | | | | structure. |
| READ OUT LOUD | | | | Conversations with your children about what they |
| Read to children regularly and often. Pick a regular | | | | are reading are critical to children's learning. |
| reading time, but also watch for opportunities to | | | | Discussing books helps them understand how |
| read books, signs, letters, or other print | | | | stories work, and how language works. When |
| spontaneously. The experience of reading as a | | | | reading, stop and talk about the pictures and |
| typical, everyday occurrence helps children gain | | | | words on the page. |
| confidence that they can learn to read | | | | LISTEN TO YOUR CHILD |
| themselves. | | | | As much as babies, toddlers, and preschoolers |
| Stories influence children's learning for life. Some | | | | need to hear language, they also need to practice |
| research suggests that the more stories children | | | | and imitate sounds and words with interested |
| hear before entering school, the more likely they | | | | listeners. Respond to your child's conversation and |
| will be successful academically. Listening to books | | | | repeat their words back to them. Ask questions |
| benefits their vocabulary and comprehension. | | | | to show you are listening and that encourage a |
| Spending just 15 minutes a day on this worthwhile | | | | child to talk. Listen carefully and acknowledge |
| activity can reap tremendous benefits! | | | | answers. Listen to children's questions and take |
| MAKE READING FUN | | | | time to answer. |
| Use a variety of expressions, tones, and voices | | | | SING WITH YOUR CHILD |
| to make a book even more fun. | | | | Children love to sing and can learn a great deal |
| Allow a child to listen at her own pace. If a baby | | | | about stories and language from many popular |
| fusses or a toddler wanders away, don't worry. | | | | children's songs. Songs also often teach through |
| Set the book aside and try again later. A baby | | | | their content (alphabet, counting, etc.) Many |
| may only listen for a minute or two at a time. | | | | nursery rhymes can also be learned through song |
| Toddlers may want to wander around while you | | | | and knowledge of nursery rhymes is an important |
| read, or listen to a few pages, move on to | | | | part of overall literacy. |
| something else, and then return for a few more | | | | Pull out old favorites like "This Old Man" or "Where |
| pages. | | | | is Thumbkin?" and make up your own songs, too. |
| Encourage a child to join in on repeating phrases | | | | LET YOUR CHILD WRITE |
| or rhymes, and honor requests to read the same | | | | When children write, they naturally begin to pay |
| book over and over. | | | | attention to the sounds words make and the |
| MAKE BOOKS AVAILABLE | | | | letters that form words. And it doesn't matter |
| Make books available to babies and toddlers every | | | | how they spell! Recent research shows that |
| day. Babies don't distinguish books from other | | | | young children who are allowed to write often |
| toys and may pull, toss, or chew books. This | | | | with invented spelling, develop the ability to |
| tactile, physical exploration of books and how | | | | become good readers. |