The Science of Reading and the Power of Talking

Building a Strong Foundation for Early Literacy

You’re talking, I am talking, they are talking…everyone is talking! What better way to end this series on the implications of The Science of Reading on early literacy development? Talking is one of our foundational skills within early literacy development. Early literacy is the cornerstone of educational development, with significant implications for a child’s academic success and lifelong learning. The foundations of reading and literacy skills begin long before children enter formal schooling. A critical component in this process is talking in early childhood. Before we begin to outline ways to incorporate talking in early literacy strategies, let’s refresh ourselves on The Science of Reading.

The Science of Reading: An Overview

Revisiting previous ALSC blogs, “The Science of Reading collectively refers to the vast, interdisciplinary body of research evidence gathered and published over several decades about how proficient reading and writing develop and how to prevent and address reading difficulties.” Key findings from The Science of Reading highlight the importance of phonemic awareness, phonics, vocabulary, fluency, and comprehension in the development of reading skills.

Phonemic Awareness and Phonics: Phonemic awareness is the ability to recognize and manipulate individual sounds (phonemes) in spoken words. Phonics involves understanding the relationship between these sounds and their corresponding letters or letter patterns. Together, these skills form the foundation for decoding words, a crucial step in learning to read.
Vocabulary Development: A robust vocabulary is essential for reading comprehension. Children with a rich vocabulary can better understand and interpret the texts they read. Exposure to a wide range of words through reading, conversation, and other activities is vital for vocabulary growth.
Fluency: Reading fluency is the ability to read text accurately, quickly, and with proper expression. Fluency bridges the gap between word recognition and comprehension, allowing children to focus on the meaning of the text rather than on decoding individual words.
Comprehension: Ultimately, the goal of reading is to understand and derive meaning from text. Comprehension involves various cognitive processes, including making inferences, summarizing information, and connecting new knowledge to existing knowledge.

The Role of Talking in Early Literacy

Talking to and with young children is a powerful tool in promoting early literacy. Oral language development is closely linked to reading skills, as it provides the foundation for phonemic awareness, vocabulary, and comprehension. Talking to children can begin as early as birth, even when the child is not able to talk back. Here are some ways in which talking contributes to early literacy:

Building Phonemic Awareness: Engaging in conversations with children helps them become more aware of the sounds in spoken language. Rhyming games, songs, and playful interactions that focus on sounds can enhance phonemic awareness.
Expanding Vocabulary: Children learn new words through conversations with adults and peers. Discussing a variety of topics, reading books aloud, and encouraging children to express their thoughts and ideas can significantly expand their vocabulary.
Developing Narrative Skills: Storytelling and conversations about daily experiences help children understand narrative structures and develop sequencing skills. These skills are essential for reading comprehension and writing.
Encouraging Expressive Language: When children are encouraged to talk about their experiences, ask questions, and express their thoughts, they develop stronger expressive language skills. Del Fufo, Earle, Cutting (2019) research concluded that “early problems in expressive language may reflect developmental delays in some, while in others missed expressive language milestones are indicative of later emergence of developmental disorders.” This ability to articulate ideas clearly is crucial for reading comprehension and future academic success.

Bridging the Science of Reading and Talking for Early Literacy

Integrating the principles of the Science of Reading with the practice of talking to young children creates a holistic approach to early literacy development. Here are some practical strategies for parents, caregivers, and educators:

Engage in Interactive Read-Alouds: Reading aloud to children and discussing the story enhances vocabulary, comprehension, and phonemic awareness. Ask open-ended questions, make predictions, and connect the story to the child’s experiences.
Play with Sounds and Words: Incorporate phonemic awareness activities into daily routines. Sing songs (Back to Basics Part IV: Keep on singing!, The Art of Storytime Part 1: Singing) play rhyming games, and engage in wordplay to help children become more attuned to the sounds in language.
Create a Language-Rich Environment: Surround children with books, labels, and print materials. Encourage conversations about a wide range of topics and provide opportunities for children to use new words in context.
Model Fluent Reading: Demonstrate fluent reading by reading aloud with expression and proper pacing. Show enthusiasm for reading and provide opportunities for children to practice reading aloud.
Encourage Storytelling and Conversation: Foster a love for storytelling by encouraging children to share their own stories and experiences. Listen actively and respond to their ideas to promote expressive language skills. If you are exploring ways to encourage storytelling, use some of these resources:

The Science of Reading and the role of talking are integral to early literacy development. By combining evidence-based reading instruction with rich, meaningful conversations, we can provide young children with the skills and experiences they need to become successful readers. As we talk and engage in powerful conversations with our early readers, let us remember that the foundations that we set today set the future for the readers of tomorrow.

Photo Credit: Patrick Montero of Haverford College

Today’s blog post was written by Deadra (Dee) Brown, Lead Research and Instruction Librarian at Haverford College Library in Haverford, PA, on behalf of the ALSC Early and Family Literacy Committee. Dee can be reached at dbrown2@haverford.edu.

This blog relates to ALSC Core Competencies of:

I. Commitment to Client Group

4. Understands theories of infant, child, and adolescent learning, literacy development and brain development, and their implications for library service.

5. Understands current educational practices, especially those related to literacy and inquiry.

III. Programming Skills

1. Designs, promotes, presents, and evaluates a variety of diverse programs for children, with consideration of equity, diversity, and inclusion; principles of child development; and the needs, interests, and goals of all children, their caregivers, and educators in the community.

VII. Professionalism and Professional Development

2. Stays informed of current trends, emerging technologies, issues, and research in librarianship, child development, early and family literacy, education, and allied fields.

References

Allen, LaRue, Bridget B. Kelly, Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success, Youth Board on Children, Institute of Medicine, and National Research Council. “Child Development and Early Learning.” In Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation. National Academies Press (US), 2015. https://www.ncbi.nlm.nih.gov/books/NBK310550/

ASCD. “The Science of Reading Research.” https://www.ascd.org/el/articles/the-science-of-reading-research.

Del Tufo, Stephanie N., F. Sayako Earle, and Laurie E. Cutting. (2019). “The Impact of Expressive Language Development and the Left Inferior Longitudinal Fasciculus on Listening and Reading Comprehension.” Journal of Neurodevelopmental Disorders 11 (1): 37. https://doi.org/10.1186/s11689-019-9296-7

“Early Reading & Literacy Benefits – Early Learning Benefits | United Way.” United Way of Summit & Medina, June 15, 2023. https://www.uwsummitmedina.org/benefits-of-early-literacy-why-read-to-your-baby/

National Reading Panel. (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. National Institute of Child Health and Human Development.

“The Power of Early Literacy: Building Strong Foundations for Lifelong Learning.” http://www.voyagersopris.com/vsl/blog/the-power-of-early-literacy

Prendergast, T. (2023, August 18). The Science of Reading: A Primer for Children’s Library Staff. ALSC Blog. https://www.alsc.ala.org/blog/2023/08/the-science-of-reading-a-primer-for-childrens-library-staff

Scarborough, H. S. (2001). Connecting Early Language and Literacy to Later Reading (Dis)abilities: Evidence, Theory, and Practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of Early Literacy Research (pp. 97-110). The Guilford Press.

“Science of Reading – ParentPowered®.” https://parentpowered.com/science-of-reading/.

Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing Reading Difficulties in Young Children. National Academy Press.

Stanovich, K. E. (2000). Progress in Understanding Reading: Scientific Foundations and New Frontiers. The Guilford Press.

“When Do Babies Start Talking: Timeline and Tips,” September 1, 2023. https://www.thebump.com/a/when-do-babies-start-talking