Why Share Books with Children Who Don't Talk or Recognize Letters?

Babies and toddlers can learn from books long before they understand words or stories. When adults or older children read aloud, young children hear the rhythm and sound of language. They learn about listening and begin to get the idea of what a book is. Reading books to infants and toddlers will foster their language development and literacy awareness.

Experts and parents alike point to another benefit of reading with infants and toddlers: It can help build a closer relationship between adult and child [1; 2; 3].

How Do I Get Started Sharing Books with a Baby or Toddler?

Talking to an infant every day introduces her to the spoken word. Singing songs or reciting simple rhymes to her will let the sounds and rhythms of speech become familiar.

Pediatricians say many babies begin to notice pictures at about 6 months of age. A baby who responds to photos or illustrations may be ready to spend time with books. The adult can hold the book so the baby can see it easily, then point to a picture and name it or read the simple words.

Toddlers may want to talk about a book and interact with it. Experienced parents report that it works well to

* call the child's attention to the cover illustration and read the title, author, and illustrator;

* ask the child, "What do you suppose this book is about?";

* allow the child to touch the book and turn the pages while the parent reads it;

* encourage the child to talk about the pictures or the story;

* show the child where the words are on the page;

* point to the words while reading them (sometimes this can slow down the reading, so some readers prefer to do so only once in a while); and

* encourage the child to repeat the words to favorite stories or to "read" the book himself.

What Types of Books Are Suitable for a Baby or Toddler?

Babies like books with pictures of people (especially babies!), animals, or familiar objects. They respond well to cheerful colors and very simple words or rhymes. Some baby books are wordless, and others have no more than three words on a page. Babies like to interact with books -- patting them, chewing them, banging them on the floor. Good baby books are made of cloth, thick cardboard, or soft vinyl. They are durable and easy to clean.

Toddlers like picture books about everyday life with simple stories and rhymes. A toddler may develop a strong preference for books that feature a favorite topic, such as trucks or dinosaurs. At the library or bookstore, parents, librarians, or knowledgeable clerks can help the toddler find books that match his or her interests.

A toddler who is careful not to tear pages is ready for regular picture books. Board books are good for toddlers who are still learning to care for books.

Parents are often concerned when a child asks for the same book over and over. It is healthy for a child to ask for repetition. It shows she is still learning from the book. Repetition helps children become familiar with sounds and word patterns, and it is a building block for learning to read.

When and How Long Should I Read with My Toddler?

Many parents like to make reading part of the daily routine. Bedtime is traditional read-aloud time in many families. For others, before a nap, after clean-up time, or after dinnertime are good times to share books. Having a regular time for reading aloud lets children anticipate reading time and look forward to each day's story.

Waiting for anything -- a doctor's appointment, the bus, the laundry -- can be difficult with a baby or toddler. Reading together can help ease the frustration of waiting. Parents may want to tuck books into a purse or the diaper bag when "out and about."

Pediatricians have become concerned that young children in the U.S. -- even toddlers -- may watch more television than is healthy for them [1]. In some families, parents read their toddlers a story instead of turning on the TV. Visits to the library or bookstore are good opportunities to read new books with your child.

Where Should I Read to My Toddler?

"On your lap!" is often the baby's or toddler's preferred place for a read-aloud. Adult and child should both be comfortable and able to see the pages well. If the book has flaps or other "interactive" features, the child should be close enough to reach them. Side-by-side on a chair or couch is also popular. At naptime or bedtime, it may be best to read while the child is lying in his crib. In a car, the car seat is the safest place for a little one to hear a story.

How Long Should a "Read-Aloud" Last?

A few seconds, a few minutes -- only as long as the baby or toddler is interested. If reading time is a short but pleasant daily experience, the child will probably have more attention for it as he or she grows older. Some parents find that if they sing the words, change their voices for different characters, or use a puppet, the child will pay attention longer. Forcing a child to sit and listen will only make reading a chore.

Who Should Read to Babies or Toddlers?

Mothers, fathers, grandparents, aunts, uncles, and even older brothers and sisters can help babies and toddlers learn to love reading. Most toddlers enjoy hearing a story from anyone they know who will read to them. Reading to a child is a good way to bond with her. Some grandparents who don't see a child frequently often like to start each visit by sharing a book or two with the child.

What if My Baby or Toddler Isn't Interested in Books?

The most common advice is, "Keep trying, but don't force the issue." The child will continue to learn about language if people around him continue to tell stories, sing, or recite rhymes with the child, and to talk with him. Some babies and toddlers are just busy learning other things. If they see adults and older siblings reading, they will see that reading can be useful and fun. Some parents like to offer books at quiet times, or when the child is looking for something to do. They may also take the child to the library or bookstore to pick out a book. Such invitations can help children develop an interest in books.

What about Parents Who Know It Is Important to Read to a Child, but Dislike Reading?

A number of factors could cause adults to feel they don't like reading. If the parent had reading difficulties in school and did not receive adequate help, he may still have problems with fluency or comprehension. Perhaps the reading instruction he received was of poor quality or unpleasant in some way that "turned him off" to reading. Family history may also have an influence. In some families, and in some parts of the world where survival requires that all family members have tasks to do, reading might be seen as a distraction from things considered more important.

You might encourage the parent to simply look at the pictures in a book with the child, and to read the words only when he or she is comfortable. Most parents in the United States are aware of how important reading will be in their child's education, and they want to help. You might suggest other family members who enjoy reading to be "designated readers" for the child. The parent could also take the child to library story hours. Libraries also offer packages with audiotapes of popular books. Perhaps the parent would enjoy using audio books with her child. They can sit together and turn the pages of the book as the tape plays.

A family literacy program can also be a good resource if a parent is struggling with literacy.

Web Resources

Reading Pathfinder
http://readingpath.org

Reach Out and Read
http://www.reachoutandread.org

Between the Lions Literacy Tips
http://pbskids.org/lions/tips/read_to_kids.html

Readyweb: Read Along
http://readyweb.crc.uiuc.edu/library/1993/read/readalo.html

Simple Things Families Can Do to Help
http://www.ed.gov/pubs/SimpleThings/family.html

Baby TALK Program
http://www.babytalk.org

Activities to Help Your Child Learn about Language
http://www.ed.gov/Family/GrowthChart/page2.html

Great Times to Read in Child Care Settings
http://www.child2000.org/Lt-tipsg.htm

Helping Your Child Become a Reader
http://www.ed.gov/pubs/parents/Reader/index.html

Other Resources

Hearne, Betsy. (2000). Choosing books for children: A commonsense guide. Champaign, IL: University of Illinois.

Wilken, Phyllis Anderson. (1998). How to read with your children: Parent/caregiver's guide. Longmont, CO: Sopris West. (ERIC Document No. ED423065)

References

[1] American Academy of Pediatrics. (2001). Reading checkup guide [Online]. Available: http://www.aap.org/family/readmeastory.htm.

[2] American Library Association. (2000). Born to read: How to raise a reader [Online]. Available: http://www.ala.org/alsc/raise_a_reader.html.

[3] U.S. Department of Education. (1999). Start early, finish strong: How to help every child become a reader [Online]. Available: http://www.ed.gov/pubs/startearly/.

Citations from the ERIC Database

ED368470
Read for Joy!
Author: Quigg, Claudia
Availability: Baby TALK, 345 W. Eldorado, Decatur, IL 62522
Publication date: 1993

Designed for parents, this booklet provides parents with information about encouraging literacy in young children in the format of a children's book with illustrations from various works by noted children's illustrator Tomie dePaola. The booklet emphasizes the importance of reading to and with children, stressing that reading helps children learn about language, prepares them for entry into school, helps them overcome problems, and brings joy, amazement, and inspiration to their lives. Specific sections discuss: (1) what parents can do to teach their children to love books; (2) reading to infants; (3) reading to toddlers; (4) bedtime books; (5) starter and participation books for beginning readers; (6) reading to preschoolers; (7) holiday reading; (8) reading to early readers; (9) problem-solving through books; (10) sharing books with older children; (11) specific genres of reading materials; and (12) the importance of the library for children of all ages. Each section contains related illustrations, quotations, and recommended books.

Descriptors: Beginning Reading; *Childrens Literature; Early Childhood Education; *Literature Appreciation; *Parent Child Relationship; Parent Materials; Parent Role; *Reading; *Reading Aloud to Others; Reading Attitudes; Reading Programs; Recreational Reading

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EJ554420
Opening the World of Literacy with Infants and Toddlers. Research Highlights
Author(s): Barclay, Kathy; Benelli, Cecelia
Publication date: 1997
Journal citation: Dimensions of Early Childhood; v25 n4 p9-16 Fall 1997

Argues that observations of how children construct literacy and their responses to print-filled environments will help child care providers and families be better prepared to support children's emergent literacy. Provides advice on literacy development, supporting emergent literacy, developing positive attitudes toward reading, and developing concepts about books, stories, and print.

Descriptors: Early Reading; *Emergent Literacy; *Infants; Literacy Education; Reading Aloud to Others; Reading Attitudes; Reading Habits; Reading Processes; *Reading Research; Story Reading; *Toddlers

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ED381759
To Baby with Love: Baby's First Nursery Rhyme Book
Availability: Mercury House, 201 Filbert St., Suite 400, San Francisco, CA 94133-9841
Publication date: 1995

Intended for parents to read to their infants and young children, this booklet of mostly traditional nursery rhymes has been designed and illustrated by elementary school students. Each of the 16 nursery rhymes in the booklet is accompanied by short instructive or informational remarks which reiterate the importance of parents' reading to their children and offer advice and encouragement for parents. A certificate for successful daily reading is included, and student illustration credits and a suggested reading list are attached.

Descriptors: Elementary Education; Elementary School Students; Habit Formation; Parent Child Relationship; *Reading Aloud to Others; *Recreational Reading; Student Developed Materials; *Young Children

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EJ575987
Caring for the Little Ones: Using Books with Infants and Toddlers
Author: Miller, Karen
Publication date: 1998
Journal citation: Child Care Information Exchange; n122 p74-76 Jul-Aug 1998

Reviews the benefits of early exposure to books for infants and toddlers. Benefits include language and vocabulary development and creation of an emotional connection to books and reading. Offers suggestions on reading to infants and toddlers, advice on selecting appropriate books, and tips for making simple homemade books.

Descriptors: *Books; Concept Formation; Early Childhood Education; *Infants; Language Acquisition; Language Skills; *Reading Aloud to Others; *Reading Attitudes; *Reading Readiness; *Toddlers; Vocabulary Development

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ED438069
Babies Need Books: Sharing the Joy of Books with Children from Birth to Six. Revised Edition
Author: Butler, Dorothy
Availability: Heinemann, 88 Post Road West, P.O. Box 5007, Westport, CT 06881-5007 Tel: 800-225-5800 (Toll Free), Tel: 203-226-3571; Fax: 203-222-1502; e-mail: (orders) orders@heinemann.com, (customer service) custserv@heinemann.com
Publication date: 1998

Asserting that books should be a vital part of children's lives from the earliest months, this publication provides guidelines to help parents, teachers, librarians, and others to select appropriate books for young children. Chapter 1 argues that using books will help to establish positive parent-child relationships and to ensure adequate language development and later reading skills. Chapter 2 focuses on reading with infants less than one year old, discussing board book selection, read-aloud sessions, alphabet and number books, and nursery rhymes. Chapter 3 concerns reading with one-year-olds, including access to books; distinguishing "naming," "theme," and "story" books; books describing everyday life; flap books; and rhythm and rhyme books. Chapter 4 describes typical 2-year-olds, discussing the role of books in providing experiences, bedtime stories, characteristics of appropriate stories, and illustrations. Chapter 5 focuses on 3-year-olds, and includes discussion of children's temperament, fairy stories, story collections, "Beginner Books," poetry, and repeated book reading. Chapter 6 pertains to 4-year-olds, including teaching children to select books and the growing interest in realism. Chapter 7, on 5-year-olds, discusses after-school story sessions to ease school entry, listening to stories without pictures, folk and fairy tales, books about other countries or religions, books picturing children from a variety of ethnic/racial groups, and reading skills. The book concludes by noting that children's books can be bridges between children and parents and between children and the world. Chapters 2, 3, 4, 5, and 7 are followed by book lists with reviews of additional recommended books.

Descriptors: *Annotated Bibliographies; *Books; Child Development; Childhood Needs; *Childrens Literature; Evaluation Criteria; Foreign Countries; *Infants; Parent Child Relationship; Parents as Teachers; Selection Tools; *Young Children

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EJ575753
Books for Babies
Author: Corsaro, Julie
Publication date: 1998
Journal citation: Book Links; v7 n6 p25-30 Jul 1998

Offers a list of more than 50 books, in picture book and board book format, that are best suited to the developmental needs and interests of infants and preschool children. Books are listed under the following headings: identification of objects, rhythm and rhyme, pattern and repetition, and contrast and opposition.

Descriptors: Annotated Bibliographies; *Child Development; Childhood Needs; Infants; Picture Books; Preschool Children; Reader Text Relationship; Reading Aloud to Others; Reading Interests; *Reading Materials

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EJ538092
Sharing Books with Infants and Toddlers: Facing the Challenges
Author(s): Kupetz, Barbara N.; Green, Elise Jepson
Publication date: 1997
Journal citation: Young Children; v52 n2 p22-27 Jan 1997

Notes that reading aloud to children is the single most important activity for assuring success in reading. Describes types of children's books and offers guidelines for book selection. Discusses several guidelines that help early childhood professionals experience successful infant and toddler book reading sessions, and includes bibliography of 21 children's books.

Descriptors: Childhood Interests; *Childrens Literature; Early Childhood Education; Educational Strategies; Infant Behavior; Infants; Parent Child Relationship; Parents as Teachers; *Picture Books; Reading Achievement; *Reading Aloud to Others; *Reading Interests; Reading Materials; *Story Reading; *Toddlers

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