Home » Articles on Demand » Can you Read to Me? Increasing Language and Literacy Skills During Shared Book Reading: Bridging Research and Practice




Can you Read to Me? Increasing Language and Literacy Skills During Shared Book Reading: Bridging Research and Practice

by Tiffany P. Hogan
July/August 2018
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Article Link: http://exchangepress.com/article/can-you-read-to-me-increasing-language-and-literacy-skills-during-shared-book-reading/5024212/

Intro: Bridging Research and Practice 

The Bridging Research and Practice feature in each issue includes an article on an aspect of early childhood research, plus links to the original published research with a companion article full of practical strategies for how to implement the research in your practice.

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Language development begins in utero and continues to expand across the lifespan. Early childhood in particular is a time of extraordinary gains in language that set the stage for academic achievement. In a recent study, my colleagues and I found that language skills measured at as early as 15 months predicted reading comprehension in fifth grade (Petscher, Justice, & Hogan, 2017). One pillar of most, if not all, preschool curricula is shared book reading, in which children listen to a text read aloud. In this article, I describe work by a federally funded consortium that provides an evidence-base on how best to leverage shared book reading to stimulate early comprehension, which in turn builds a strong foundation for future academic achievement.

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