As an educator I am always pleased when I hear a child tell me about their experiences reading with a family member. It is a practice that should be so highly valued that it rarely gets missed. This should be a time for parents and children to bond by sharing the adventures and laughs in books, by allowing children time to ask questions and receive answers, and by creating a safe environment for one another’s attentive company.
The biggest reason to read to your child, beyond creating a positive relationship, is modeling the importance and the privilege of the ability to read. If the family regards reading time as important, then so will the child. If a family goes for long stretches of time without touching a book, the child will learn that books and the information or stories they hold are not valued. Sometimes we forget how astute children can be; consequently, your actions as a parent speak louder than words ever could. And these actions will carry implications farther into their schooling than we like to think.
Some children learn much of their “reading readiness” before they go to sleep each night. “reading readiness” refers to the simple parts of book handling that does not include decoding, or figuring out what the words are. For example, children who have been read to daily at home, know how to hold a book, turn the pages from the corners and that in English, we read from left to right and top to bottom. Sadly, increasing numbers of children are entering Kindergarten without this invaluable knowledge. “
Children in primary grades continue to show correlations in the research when comparing ability to decode and comprehend written material with time spent practicing reading. Children who read each day, either to themselves or to a family member are more likely to be successful in Language Arts, Mathematics, Science, and Social Studies. They are better problem solvers because they have acquired more language to express their needs and feelings. These kids are more successful with just 20 minutes of reading a day. It is also incredible to see the research on how increased time spent reading will increase one’s ability to write.
When a family member, reads to, or with, a child they create desire. This desire is to learn more, enjoy more and experience more. Children are always curious beings who find and keep so much knowledge through books and in particular, story. Background knowledge (things we already know and can use to help understand other things) is built when reading. More background knowledge makes comprehending new material easier. The more a parent reads to their child, the more knowledge they give. This knowledge is then used to make sense of other things, in life and in books.
Throughout most of humans’ existence we have passed on history through story. In the past these stories were told orally and passed through generations. Now we have written word, but that doesn’t diminish the importance of tales. Narratives are a way that the human brain can remember. When facts are put into a story, the facts are more easily remembered. The stories that are read to children at young ages teach them many lessons that are more readily recalled. If we just told our children to be nice to others, they likely will not remember. If we relate being kind to others through the story of the ugly duckling, then a child will remember the feelings, discussions, and actions of others when it is brought up in a real life situation.
There are so many reasons to read to and with a child. Mainly it is time well spent together that can never be regained when they are older. For their future, it is a priceless experience that will lead them on the path to success. As an educator it is plainly obvious which families value reading time and which families put it off for another day. As a parent would monitor a child’s internet use, so must they also have input into the quality of books they read and the value they set on the stories and information within the pages.
Who wouldn’t want that for their special little one?
Bonnie Patterson is a grade 1-2 teacher in Burnaby, British Columbia. Currently she resides in Surrey with her husband and new puppy. She loves reading all sorts of books from children's picture books to big, beefy novels. Her favourite book is Knuffle Bunny, by Mo Willems, which is meant for young children, but holds a special place in her heart.
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