Motivating Children to Read and Building Literacy Skills

Reading an informative book is a gateway to learning—one that can provide children with a wealth of knowledge about the world around them and expose them to new ideas. When children read books about topics that capture their interest, words on the page can come alive in meaningful and exciting ways that can foster a love of reading lasting a lifetime. Research shows that literacy and language acquisition skills begin to develop in a child as early as infancy. Building these skills serves as the foundation for all future learning throughout a child’s life.

A child’s early reading skills includes fundamentals such as alphabetics (the ability to identify letters of the alphabet and their speech sounds), phonological and phonemic awareness (the ability to identify and manipulate “sound chunks” in spoken words), and decoding (the ability to turn printed words into spoken words by applying and blending the sounds that each letter in the word represents). When an early reader achieves proficiency in these fundamentals, they can connect the words on the page with the prior or background knowledge they possess. This enables them to acquire an understanding of what the words mean. As a child becomes familiar with concepts such as syntax and structure of text, they can develop a deeper understanding of why the author wrote the words in the way they did. A child who has developed the skills described here will be more confident in their ability to read and will find enjoyment in reading. Allison Ward Parsons, associate professor of Literacy and Director of the Elizabeth G. Sturtevant, PhD Center for Literacy at George Mason University, shared some tips on what parents, caregivers, and teachers can do to nurture a child’s literacy and reading skills at an early age so that they can become lifelong readers.

An interactive read-aloud can increase a child’s interest in reading.

One of the most effective ways in which an adult can support the development of literacy skills in a child is by participating in an interactive read-aloud. This is an activity where the adult and the child take turns reading together. An effective read-aloud requires engaging with the child before, during, and after reading a book. For example, before reading, a parent, caregiver, or teacher could ask the child what they think the book is about based on the picture or image on its cover. Pictures appearing on the cover and inside pages of a book can provide powerful visual representations and “clues” regarding the plot, topic, and characters contained in the book. The imagery may remind the child of something they experienced in their own life, and this can increase their interest in reading the book. A wordless book, where the story or content is conveyed through pictures and illustrations without text, can provide children with an opportunity to interpret the book from what they see visually on the page, and this can enhance their literacy, reading comprehension, and analytical skills.

Development of Vocabulary

While reading a book together, an adult might ask a child to point out letters or words on the page that they recognize. This can help the child match written words with the spoken words they know. In addition, adults can point out a word on the page that the child is not familiar with. The adult can explain what the word means and why the author used it in relation to what is happening in the book. This can help the child build and reinforce their vocabulary.

Reading Comprehension: “Who, What, Where, When, and Why”

During a read-aloud, adults should ask the child questions about the plot and characters in a book, including predictions of what they think will happen next, or what they hope to learn after finishing the book. This can help the child build reading comprehension skills and strengthen their ability to analyze the story or contents of the book. A good rule of thumb when choosing questions to pose to the child during read-aloud sessions is to select those that delve into the “who, what, where, when, and why” pertaining to the book.

After the read-aloud, the adult and the child can share their thoughts about the book. This is a chance for the child to talk about any part of the book they enjoyed the most or to discuss what they learned from reading it.

Fiction and non-fiction books can motivate children to read.

A key factor in motivating young learners to read is choosing a book that interests them. Books should be appropriate for the age and reading level of the child. They can be either fiction or non-fiction—each genre has a different purpose, but both are critical to the child’s development of literacy. Educational researchers say that when selecting a book for a child, non-fiction books are sometimes overlooked with preference given to fiction books. This can result in a lost learning opportunity because many non-fiction books instruct children about the world in which they live and are full of interesting information.

While non-fiction books provide facts, fiction books tell a story. Sometimes, a child can relate their own experiences and background to certain elements of that story. When children see themselves, along with their friends and families mirrored in some of these books, they become more motivated to read. Fiction books can offer a way in which children can learn more about themselves. These books can also help a child develop an understanding and respect for other individuals whose backgrounds (including family structure, home, and community) are different from their own.

Modeling dedicated reading habits can motivate children to read.

It is important for parents, teachers, and caregivers to demonstrate the importance of reading and the value of literacy to their young children and students. This requires setting aside a designated time to read a book. In school settings, this practice is referred to as “sustained silent reading” where students are given a specific period to read a book. Literacy experts say that teachers should join their students in this practice. At home, family reading time can be integrated into household routines. When students and children observe the role models in their life dedicate time to reading, they are motivated to do the same.

The Literacy Engagement Action Project (LEAP) of the Elizabeth G. Sturtevant, PhD Center for Literacy offers free, on-demand web-based resources (Spanish/English) including quick video tips and a variety of interactive read-aloud quick guides. To learn more about degree offerings in George Mason University’s Literacy Program, please visit the program website.