Young Children and Reading what does the Research Tell Us?

Abstract

This paper attempts to look at the question ‘What factors does research literature identify as being important in facilitating young children's later reading achievement?’

Three areas are explored:

• phonological awareness

• play, and

• shared story-reading.

The answers from the literature are often complex and contradictory. However, several principles do emerge which early childhood professionals should consider. There is general agreement that a great deal of the learning that relates to reading achievement has occurred before children enter school. There is also general agreement that the sort of literacy input children have had before coming to preschool may vary markedly. Most importantly the case for teaching phonological awareness is very strong. The research support for the role of play is not as compelling as that for phonological awareness, but there is evidence that play contributes to literacy achievement in a number of different ways. Shared story-reading also does not match up to the status teachers have traditionally accorded it. The research does still validate the early childhood professional's support of shared adult/child reading. Implications for teaching practice are drawn from the conclusions reached.