What a child gets from a story
When an adult reads a book aloud, a child hears language that is usually more varied than ordinary conversation. Everyday talk tends to rely on short, familiar phrases. Books use less common words, longer sentences and descriptions of things not in the room. A child who hears this regularly meets a wider range of language than they would otherwise, without being asked to do any work.
This article describes the general benefits typically linked to being read to. It reports no study of its own, and the benefits below are best understood as tendencies. Children differ, and reading aloud is one good influence among many, not a guarantee of any outcome.
Vocabulary
New words are the most commonly mentioned benefit. When a book uses a word like “enormous” or “whisper,” the pictures and story context often make the meaning clear. Children tend to pick up words that way, much as they pick up words in conversation, and repeated readings of a favorite book give the same words many chances to stick.
Progress in vocabulary growth is gradual and depends on many things, including how much children talk with adults. Reading aloud adds to that, particularly when the adult pauses to explain or repeats a word in a different context.
Listening and attention
Listening to a story asks a child to follow a sequence over several minutes. They keep track of who is who, what has happened and what might come next. For a very young child, a few minutes is plenty. Over time many children can listen for longer, and this practice at sustained listening is useful in classrooms, where much of the day involves following spoken instructions and explanations.
Attention develops at different rates, and wriggling during a story is normal. A child who moves around may still be listening.
Imagination and understanding of the world
Stories show children places, jobs, feelings and situations they have not met. A book about a farm, a storm or a new school can prepare a child for something real or simply stretch their imagination. Picture books add visual detail, and chapter books ask children to build pictures in their own heads, a skill that may help later when they read without illustrations.
Stories can also give families a way to talk about difficult feelings, such as fear, sadness or jealousy, through characters rather than directly. This is helpful but not a substitute for support from professionals if a child is struggling. Related ideas about how stories develop kindness are covered in discussions of kind children stories.
Print awareness and early skills
Even before a child can read, they can learn how books work: the cover is at the front, pages turn one way, and in English text runs left to right and top to bottom. They also begin to see that the marks on the page are what the adult is reading. Rhymes and songs in picture books help children notice the sounds inside words, and that awareness is generally considered part of early literacy.
None of this requires drilling. Pointing to a word now and then, or letting a child turn pages, is usually plenty.
The emotional side
Reading aloud is also simply pleasant. Children often associate stories with closeness, calm and an adult’s undivided attention. That positive association is arguably as important as any skill, because children who enjoy books are more likely to keep choosing them. Establishing a love of reading is a long process, and shared stories are one of its earliest steps.
Listeners of different ages
Babies cannot follow a plot, but they respond to the sound of a voice, rhythm and bright pictures. Toddlers like repetition and pointing. Preschoolers can handle longer stories and love to predict. Children who can already read often still enjoy being read to, and they can handle books above their own reading level, which keeps their language and ideas growing. Reading to older children is worth continuing for as long as they want it.
How to get the most from it
- Let the child choose some of the time, and accept re-reading.
- Talk a little. Ask what they notice in the pictures or what they think will happen, but do not turn it into a quiz.
- Read with expression, within your comfort. You do not have to do voices.
- Keep it regular. A short daily slot, perhaps as part of bedtime reading, tends to work better than occasional long sessions.
- Use what is available. Borrowed books from a library are as good as bought ones, and audio recordings can fill in on a busy day, though a live reader who responds to the child offers something extra.
What it does not do
Reading aloud is not a cure for reading difficulties, and it does not replace teaching in school. A child who is read to every day may still find learning to read hard, and a child who was rarely read to can become a keen reader. If you are worried about a child’s speech, hearing or reading progress, speak to a teacher, a doctor or a specialist. Treat shared reading as a kind, low-pressure way to give children language and enjoyment, and as a habit that tends to benefit adults too.