Archives of Disease in Childhood 2008;93:554-557
Leading articles
Reading aloud to children: the evidence
1 Reach Out and Read National Center, Boston, MA, USA
2 Department of Pediatrics, Boston University School of Medicine, Boston, MA, USA
Barry Zuckerman, Department of Pediatrics, Boston University School of Medicine, One Boston Medical Center Place, Dowling 3 South, Boston, MA 02118, USA; barry.zuckerman@bmc.org
Accepted 25 February 2008
| The first 150 words of the full text of this article appear below. |
Promoting healthy child development lies at the heart of paediatric practice, yet a major challenge facing the field is applying evidence based standards. However, the evidence is clear as regards reading aloud to children. Ample research demonstrates that reading aloud to young children promotes the development of language and other emergent literacy skills,1–4 which in turn help children prepare for school.3 5
Reading aloud to children or shared bookreading has been linked to young children’s emergent literacy ability, which can be defined as the skills or knowledge that children develop before learning the more conventional skills of reading and writing6–8 which affect children’s later success in reading.9
During shared bookreading, children learn to recognise letters, understand that print represents the spoken word, and learn how to hold a book, turn the page and start at the beginning.10–12 Shared bookreading is also associated with learning print concepts11 and exposing children to the
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