While reading was often seen as a useless activity in the past, nowadays most parents and teachers are pleased when their children take up a book on their own.
Reading advocates actively encourage reading in their spare time. Reading is a powerful tool for language development, as evidenced by multiple research studies.
However, we did not yet have a strong understanding of what it meant for language development.
Mol and Bus' large-scale overview study has revealed what reading can do. They have mapped the benefits from the toddler years to the pupil years.
Their conclusion emphasizes the value of reading promotion.
Mol and Bus examined three age groups: pre- and early-school (2–6 years), school (6–17 years), and pupils (18–22).
They investigated the links between leisure reading and vocabulary, text comprehension, (technical) fundamental reading skills, and spelling for each age group.
Comprehensive Study on the Impact of Leisure Reading on Language Development
Mol and Bus wanted to find evidence for the claim that reading improves language skills and asked themselves questions like:
- What distinguishes a voracious reader in terms of language development from someone who reads infrequently?
- They also wanted to discover if the effects of leisure reading vary with age?
- Are they different for a toddler who is read to and a pupil who picks up a book on their own?
- Does reading in leisure time result in increased language skills, or do language-skilled people simply read more?
Mol and Bus assumed that both were true, implying that reading and speaking skills reinforce one another.
To discover answers, they analyzed data from 99 studies on the impact of leisure reading and we’re able to demonstrate the consequences of leisure reading.
Preschool and primary school children rely primarily on their environment for leisure reading: parents (and subsequently instructors) who read aloud and have or acquire books.
Research shows that a rich reading environment at home is crucial for children's early language acquisition and reading skill development. They attend school with a larger vocabulary, and books and (oral) reading are already part of their daily routines and activities.
Mol and Bus' analysis confirms this.
In early childhood, a child's vocabulary expands significantly with regular reading sessions. They recognise and utilize more words.
This is a critical foundation for reading comprehension. They also perform better in basic reading skills, such as letter recognition.
This study also verifies the previously established link between parents who read aloud to their children and more linguistically capable children.
Parents who enjoy reading pass this on to their children, providing them with a strong foundation for school.
Mol and Bus discovered connections between leisure reading and school-related language skills.
Consistent reading practice enhances children's reading comprehension, oral language, technical reading skills, spelling, and vocabulary.
As pupils mature, their relationships become stronger. As the school year progresses, pupils who read frequently outperform those who don't read much.
The impacts only accumulate. Leisure reading is especially advantageous for struggling readers since it has a better correlation with basic reading skills compared to average or good readers.
They read more fluently and struggle less with new words. This enhances the enjoyment of reading and motivates individuals to read more.
Understanding the Reciprocal Relationship Between Leisure Reading and Language Skills
Research indicates a link between leisure reading and language proficiency. What exactly is the relationship between cause and effect?
Mol and Bus' research supports the concept of reciprocity, as both characteristics reinforce each other.
Reading for pleasure helps pupils improve their technical and basic reading abilities, vocabulary, comprehension, and spelling.
Early leisure reading accounts for 12% of vocabulary variance in elementary school, 13% in secondary school, 30% in higher education, and 34% at university.
Growing up in a reading environment helps children learn reading faster, leading to increased reading in their free time and improved language skills.
However, a downward reading spiral might also occur. Children with limited language skills are more likely to struggle with reading in school.
Poor reading abilities can prohibit them from engaging in leisure reading, leading to missed opportunities to improve their skills.
Books are great resources for expanding one's vocabulary. Reading aloud exposes children to words that are not often used in common conversation, known as low-frequency words.
Research indicates that children's books contain three times more low-frequency words than television or parent-child talks. Books offer the added benefit of presenting these words through engaging stories.
The story context aids comprehension and retention of unfamiliar terms. Reading helps you expand your vocabulary as you grow older.
Educational Implications: Enhancing Language Skills Through Leisure Reading
Mol and Bus' research emphasizes the importance of cultivating strong reading habits in children outside of school hours. The findings have significant implications for schools.
Teachers, together with parents, play a vital role in encouraging reading. Reading activities can encourage pupils to improve their language skills.
This is especially essential for pupils who struggle to read at home.
Leisure reading is particularly advantageous for struggling readers, helping them improve literacy skills. For these pupils, reading in their spare time is an essential supplement to reading education.
Schools can break the negative reading spiral by encouraging reluctant pupils to read. This can be accomplished, for example, by designating time in the schedule for leisure reading.
Mol and Bus propose that reading aloud should become a daily habit in every family. The research helps schools educate parents of the importance of reading aloud at home. Many parenting programs also emphasize this.
How Parents Can Encourage Reading Habits in Primary School Children
Parental involvement is vital in promoting reading habits, especially within special education programs in primary schools.
Le Blanc is a reading specialist who conducted research on how parents may support their children's reading at home.
She’s motivated to educate parents on the importance of reading, not only for school but also for future success in business and society.
She discusses the significant impact parents can have on children's reading habits by showing them a video of reading with a toddler and demonstrating several strategies.
Children enjoy it when you make mistakes. Make an exaggerated mistake by saying "floor" instead of "roof". Avoid reading a single letter wrongly since it may result in erroneous imprinting. Initially, parents may say, "Isn't school for reading?"
Le Blanc frequently hears that parents struggle to motivate their children. One of her tips is to not act like a teacher at home, but to try to keep reading as fun as possible.
Ten minutes every day is plenty. A set time is vital, so give it precedence. Try not to skip this daily habit, as you’re sending your children the message that reading is not important.
Reading aloud may be too much to ask of some parents, particularly those who struggle to read themselves. Parents or schools can partner with the local library for reading strategies or reading events.
Classroom Strategies to Foster a Positive Reading Environment and Improve Literacy
As a teacher, you are largely accountable for effective reading instruction.
You can enhance your pupils' reading skills by encouraging them to read more books. Reading aloud in early childhood establishes a strong basis for future reading success.
Allowing pupils to experience the enjoyment and benefits of reading increases their likelihood of reaching for a book during spare time. This triggers a positive reading spiral.
Establish a routine for reading aloud in the classroom. Set up time for free reading each day. Let pupils choose their own reading materials and make sure there is a diverse range of options.
Prioritize reading pleasure over assignments when engaging in free reading. Set a positive example by reading a book yourself.
Some kids may benefit from your assistance in selecting a suitable book, regardless of their preference for free reading. This is especially important for struggling readers.
Choose a book that is both language-appropriate and demanding, and aligns with their interests. Pupils who enjoy a subject are more likely to read a challenging text about it.
Encourage kids to continue reading by asking about their progress in their book and complimenting them on their efforts.
Talking about literature is also stimulating. Encourage pupils to share their favorite novels. Allow them to give each other tips, such as using post-its to say, "This book is ideal for X because..."
Allow pupils to put away books that may not be as enjoyable as anticipated. This way pupils learn to identify what they enjoy and dislike, and they obtain increasingly favorable reading experiences.
Key Takeaways: The Importance or Reading for Enjoyment
- Reading for enjoyment and developing language abilities complement each other.
- Regular readers excel at reading comprehension, spelling, and technical reading, with a bigger vocabulary.
- Each school year, the abilities gap between frequent readers and other kids grows.
- Encourage struggling readers to read and break the negative reading spiral.
- Allow time for free reading in the classroom.
Next up in this series: The Critical Link Between Intrinsic Motivation and Reading Competence in Pupils
