Getting Ready to Read and Write

Reading and writing develop in many ways and at various ages in young children.  These skills can begin forming long before a book is picked up or chalk is used to color on the sidewalk.  Adults can facilitate children’s interest in print at early ages through daily story reading, modeling reading behaviors and engaging children in conversations.  Language usage between adults and children provides the foundation for children’s early reading and writing experiences. Parents who talk to babies during daily routines help children learn language (Lynch & Warner, 2013). 

Studio Drop-in at DCM, Create a Story

Adult influence in reading and writing development is key. So, you might ask, What can I do to encourage reading/writing readiness? Try out some of the suggestions from the        Cattell-Horn-Carroll theory on intellectual development and relevant activities to support reading/writing readiness:

• Answer your child’s questions about print—as you read together, as you travel, even around the house.  Show children that words identify things in our world by pointing to words and reading them.

• Ask children to write stories and letters—if they do not seem ready for this step, have them dictate a story to you; then read it over and over again!

• Develop collections of environmental print—words from their favorite food carton, labels or signs.

• Label items with your child’s name—the more they see it, the easier it will be to recognize!

• Set up a writing center in your home. A place where books, papers and pencils are easily accessible could work wonders!

Reference: Lynch, Sharon A. and Warner, L. 2013. “How Adults Foster Young Children’s Intellectual Development.” In Young Children, Vol. 68, No. 2, 86-91. Washington, DC: NAEYC.