What are effective ways to interact with infants and toddlers to promote their language development during the reading readiness stage?

Infants and toddlers’ reading development begins before they can break letters, and the reading readiness stage is an interaction of listening, speaking, reading, and writing. During this time, parents and teachers can naturally develop children’s language and thinking skills through reading a variety of books and conversations.

 

It is often assumed that reading, unlike listening and speaking, begins when infants and toddlers begin to break letters, but most reading development research suggests that reading development occurs before then. These studies hierarchize stages of reading development based on characteristics of reading behaviors and levels of comprehension of text. They typically identify “reading readiness” as one stage, and then divide the subsequent stages into “learning to recognize letters and read aloud,” “reading with meaning,” “reading for learning purposes,” “reading from multiple perspectives,” and “reconstructing meaning. The reading readiness stage is a critical time when the foundation for reading is formed. Infants and toddlers are familiar with the shapes of letters, even if they can’t break them down, and are vaguely aware of the correspondence between letters and sounds. This is a meaningful experience in which they learn that letters have meaning and are represented by speech.
These studies show that during the reading readiness stage, infants and toddlers’ reading development is driven by observing others reading and gaining a variety of experiences with letters. By watching others read, infants and toddlers learn where to begin, how to read, and how to turn pages. They also memorize and imitate the reader’s facial expressions and gestures. Each area of communication-listening, speaking, reading, and writing-influences the other and develops together. Some examples of this include: babies and toddlers who don’t know how to read, mumbling and pretending to read as they turn pages; listening to a book read to them and repeating it back to them; using words or phrases they hear to form sentences; and scribbling pictures or letters as they listen to someone read to them.
Reading development doesn’t happen in one big burst, but rather gradually, starting before a child can form letters. Therefore, natural guidance during this time in life, such as frequent reading and asking for ideas, helps to ensure that each area of communication develops together. Experiences in the pre-reading stage have important implications for later stages.
In the pre-reading stage, children go beyond simply learning the shapes of letters and begin to intuitively understand the structure and expression of language. For example, using different tones of voice and intonation when reading to children helps them learn the rhythms and emotions of language. This allows them to express themselves naturally when they read later in life. They also develop their imagination by listening to stories in books, and their understanding of different situations increases. Interaction with parents and teachers is very important in this process. By asking questions, probing their thoughts, and talking together, children learn to express their ideas.
On the other hand, another important factor in the reading readiness stage is the development of visual perception. Children develop the ability to look at images in picture books, understand the relationship between images and text, and infer stories from visual clues. This is an important foundation for later reading and comprehension of the written word. Even before learning to read, picture books can help children develop the ability to follow the flow of a story and understand the cause and effect of events.
So reading readiness isn’t just about familiarizing with letters, it’s about laying the foundation for language, imagination, and thinking. You can promote children’s reading development by exposing them to a variety of books and providing a rich language environment. After all, the experiences they have during the reading readiness stage have a huge impact on their later reading skills, as well as their overall learning and thinking skills.
These naturally developed reading skills also have a positive impact on learning in school. Children are able to read and comprehend a variety of learning materials on their own, which leads to increased motivation and confidence. The knowledge and experience gained through reading also helps them understand and learn in other academic areas. In the end, a rich experience in the reading readiness stage plays an important role in children’s overall learning and development.