The Benefits of Reading to Children
“Parents play a vital role in their children’s literacy development and reading aloud to a child is a beneficial experience to enhance their literacy learning.” (Barnyak, 2011, June., para)
Parents and children enjoy the close proximity and warm discussions involved with reading together. Reading aloud and discussing books with a child is beneficial to enhancing a child’s literacy, intellect development and bonding experience with the parents.
There is greater trust and bonding between the parent and the child when the parent shares reading time with the child. The parent and child sit close together when reading and share ideas about whichever story is being read. The reading time is a great way for the parent and child to bond and form a closer relationship which in turn, allows for a more trusting relationship. “A qualitative study showed that the close physical proximity while sharing books promoted warm atmospheres and children stated that they enjoyed the time spent with their parents.”(Barnyak, 2011, June.) “The purpose of the qualitative study conducted was to show the physical and verbal interactions between children and parents while reading and discussing books.” (Barnyak, 2011, June.) There is a strong feeling of love and comfort between parent and child during reading time that cannot compare to any other time. “There is love, trust and empathy between parent and child.” (Barnyak, 2011, June.)
A parent that reads to their child lays the groundwork for their child to develop a better vocabulary. “The major influence for a child to develop a good vocabulary is the language environment”.(Jalongo & Sobolak, 2011, para) A child’s vocabulary expands every day and, will grow larger with the help of the parent. “Research indicates that literacy skills such as, book and print awareness, vocabulary development, fluency and comprehension begin to develop when parents and caregivers read to infants .” (Jalongo & Sobolak, 2011, para) With the parent reading aloud to the child and using repetition when teaching the child to recognize words, the child will develop their vocabulary at an amazing rate. “A study of several hundred 2-year olds that have parents reading to them on a daily basis, could recognize 50 to 550 words.” (Jalongo & Sobolak, 2011, para) A child whose parents do not take an active role in reading to them and teaching them to recognize words, most likely will have a smaller vocabulary and will have a more difficult time learning to read. Jolongo and Sobolak (2011) “A child starting school with a smaller vocabulary will have more issues learning to comprehend what they read and will develop a limited vocabulary”. A child needs to have the beginnings of a well-developed vocabulary by the time they enter school. “Vocabulary instruction within all subjects can help a child throughout their school years.” (Jolongo & Sobolak, 2011)
Also, with the help of the parent, the child will develop their intellect and cognitive ability more efficiently. “Research indicates that a child’s knowledge of letters and sounds is linked to the parent’s involvement in teaching letters and rhyme songs and games at home”. (Hindmann & Morrison, 2011, para. ). The child will also be able to tell about a story in his/her own words showing the ability to comprehend a story. “During an interview conducted with one of the parents during the qualitative study, the parent describes how her older daughter enjoys drawing and writing about one of her favorite books.” (Hindmann & Morrison, 2011, para. ). The child will have a better comprehension of the English language and, will have an easier time learning to read. “Most children with parents that don’t read to them come from low socioeconomic status and the parents are more concerned with daily survival than with teaching the child.” (Hindmann & Morrison, 2011, para. ). Therefore, the child doesn’t get the early exposure to reading from the parent. The child may have more difficulty learning how to read in school and will be at a greater disadvantage to the child that was exposed to reading at a much earlier age.
A child is more likely to be willing to learn new things in school and the child will become more intelligent when the parents have laid the groundwork for learning. Reading aloud to a child and discussing the story with a child makes learning fun for the child. “Warm and challenging exchanges during family learning activities are associated with children’s development of positive approaches to learning, as they provide opportunities for children to develop interest in and confidence about learning.” (Hindmann & Morrison, 2011, para. ). A child is always going to be more willing to learn something when the child thinks it is fun. The more willing to learn a child is, the smarter the child is going to be. “Positive approaches to learning development was stronger for children whose parents were more involve at home, particularly through teach about letters and works, talking with children and playing counting games.” (Hindmann & Morrison, 2011, para. ).
Furthermore, rSeading to a child helps a child to develop their social skills. Through reading and discussing stories, a child learns how to recognize words and how to comprehend stories. This process teaches a child how to be confident and confidence is the main fundamental a child needs to be social. The child can easily talk to new children, participate in classroom activities and make new friends which, teaches the child to develop better communication skills. Without the early exposure to reading, a child will be unable or unwilling to develop the confidence required to develop their social skills. Without the confidence to talk to new children, a child could be labeled an outcast and end up not being able to make new friends. Without the confidence to participate in classroom activities, a child can fail to learn how to communicate effectively with the other children.
Reading aloud and discussing books with a child is beneficial to enhancing the child’s literacy, intellect development and bonding experience with the parents.

References
Jalongo, M., & Sobolak, M. (2011, Mar). Supporting Young Children's Vocabulary Growth: The Challenges, the Benefits, and Evidence-Based Strategies. . Early Childhood Education Journal, 38(6), p421-429, 9p.
Barnyak, N. (2011, Jun). A Qualitative Study in a Rural Community: Investigating the Attitudes, Beliefs, and Interactions of Young Children and Their Parents Regarding Storybook Read Alouds. . Early Childhood Education Journal, 39(2), p149-159, 11p.
Hindmann, A. H., & Morrison, F. J. (2011, Mar). FAMILY INVOLVEMENT AND
EDUCATOR OUTREACH IN HEAD START: Nature, Extent, and Contributions to Early Literacy Skills. . Elementary School Journal, 111(3), p359-386, 28p.

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