Kathy Collins and Matt Glover remind us of a critical component of reading instruction for our young learners:
It’s vital that we support young children’s reading in ways that nurture healthy reading identities, that foster an attraction to books and a love of reading, and that teach them how to make meaning in any text they choose, whether or not they can read the words.
—Kathy Collins and Matt Glover, I Am Reading, published by Heinemann
This fostering of a love of reading to connect with others, to gather information, to hear a great story, to laugh, cry or rejoice, etc. starts when a child is born and continues throughout life.
Allison and Watson (1994) in their article, The significance of adult storybook reading styles on the development of young children’s emergent reading, support the idea of reading to infants as young as 0-3 months. They found that the earlier teachers and parents began reading to children, the higher the child’s emergent reading level is at the end of kindergarten. Bredekamp and Copple in the book, Developmentally Appropriate Practice Third Edition, published by NAEYC, share with us that reading aloud to children is a developmentally appropriate practice starting as young as infants.