The Importance of a Reading Habit at Home and It´s Impact on Preschool Literacy Development

Developing a reading habit at home is crucial for fostering early literacy skills in preschool children. Research highlights the positive correlation between early reading practices and long-term academic success (Sénéchal & LeFevre, 2002). For families that speak multiple languages, this practice becomes even more significant as it supports language development across various linguistic contexts.

Impact on Literacy Development

Reading at home provides numerous benefits for young children. Firstly, it enhances vocabulary acquisition and comprehension skills. Children exposed to diverse and rich language environments through books tend to develop a broader vocabulary and better understanding of complex concepts (Hart & Risley, 1995). Additionally, shared reading experiences foster emotional bonding and can improve children’s motivation to engage with texts (Bus, van Ijzendoorn, & Pellegrini, 1995).

For multilingual families, reading in multiple languages contributes to balanced language development. Research suggests that bilingual or multilingual children who are regularly exposed to different languages in meaningful contexts show improved cognitive flexibility and metalinguistic awareness (Bialystok, 2001). This exposure helps children understand the nuances of language use and reinforces their literacy skills across languages.

5 Tips to Encourage a Reading Habit at Home

1. Create a Reading Routine

Establish a daily reading time, such as before bedtime or after meals, to build a consistent habit. Routine helps children anticipate and look forward to reading sessions (National Reading Panel, 2000).

2. Incorporate Multilingual Books

Choose books in different languages that are appropriate for your child’s age and interests. This practice not only supports literacy in various languages but also exposes children to different cultures and perspectives (Durgunoglu & Hughes, 2010).

3. Engage in Interactive Reading

Use interactive techniques such as asking questions about the story, discussing illustrations, and encouraging predictions. This interaction enhances comprehension and keeps children actively involved (Whitehurst & Lonigan, 1998).

4. Model Reading Behavior

Let children see adults reading regularly. When children observe family members reading, they are more likely to develop a positive attitude towards reading and view it as an enjoyable activity (Mol & Bus, 2011).

5. Visit Libraries and Bookstores

Regular trips to libraries and bookstores can be exciting and educational. Allow children to choose their own books to foster a sense of ownership and interest in reading (Neuman & Celano, 2001).

Instilling a reading habit at home significantly impacts preschool children’s literacy development, laying a strong foundation for their future academic success. For multilingual families, integrating reading practices in multiple languages supports balanced language development and cognitive growth. By adopting strategies such as creating routines, using multilingual books, engaging interactively, modeling reading behavior, and visiting libraries, families can enhance their children’s reading experiences and promote lifelong literacy.

References

- Bialystok, E. (2001). *Bilingualism in Development: Language, Literacy, and Cognition*. Cambridge University Press.

- Bus, A. G., van Ijzendoorn, M. H., & Pellegrini, A. D. (1995). *Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy*. Review of Educational Research, 65(1), 1-21.

- Durgunoglu, A. Y., & Hughes, D. (2010). *The role of bilingualism in literacy development*. In D. August & T. Shanahan (Eds.), *Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth* (pp. 118-150). Routledge.

- Hart, B., & Risley, T. R. (1995). *Meaningful differences in the everyday experience of young American children*. Paul H. Brookes Publishing Co.

- Mol, S. T., & Bus, A. G. (2011). *To read or not to read: A meta-analysis of print exposure from infancy to early adulthood*. Psychological Bulletin, 137(2), 267-296.

- National Reading Panel. (2000). *Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction*. National Institute of Child Health and Human Development.

- Neuman, S. B., & Celano, D. C. (2001). *Access to print in low-income and middle-income communities: An ecological study of four neighborhoods*. Reading Research Quarterly, 36(1), 8-26.

- Sénéchal, M., & LeFevre, J.-A. (2002). *Parental involvement in the development of children's reading skill: A five-year longitudinal study*. Child Development, 73(2), 445-460.

- Whitehurst, G. J., & Lonigan, C. J. (1998). *Child development and emergent literacy*. Child Development, 69(3), 848-872.