Pre-Literacy (2-3 yrs)
Research studies show that toddlers who engage with books tend to become better readers with advantages often carrying into the later school years and beyond.
There is strong evidence from early-literacy and longitudinal studies that show book engagement between the ages of 1 to 3 years is linked to:
Stronger reading comprehension
More positive attitudes toward reading
However, there are a few other things to consider when it comes to book reading in the toddler years. Firstly, early book engagement does not guarantee a strong reader — genetics, teaching quality, and later instruction matter too. Secondly, some children who aren’t into books as toddlers can still become strong readers. So if this is the case, does it really matter if toddlers are read to or enjoy books? Large bodies of research evidence suggest it does!
One of the strongest predictors of later reading success is oral language abilities in the early years. Books are one of the best ways to build language skills necessary to support reading development. Shared book reading provides exposure to rich and unique vocabulary not found in daily conversation, develops foundational pre-literacy skills and builds neural pathways for language long before formal reading begins.
In Australia, reading participation — including early shared book reading — has shown a downward trend over recent years, generally influenced by lifestyle changes and digital distractions. Studies show many parents know that reading books to a toddler is important but often struggle with similar questions.
What does book engagement for toddlers look like?
Is it ok if they sit quietly and listen or should they have conversation?
How much reading is actually beneficial (minutes vs quality)?
Do audiobooks or stories online offer the same advantages as reading paper books?
What do I do if my toddler resists books entirely?
Whether there is concern about a child's language or shared book reading is simply a struggle, a personalised program for toddlers can offer simple, realistic solutions to build a child's language and literacy skills to establish a strong foundation for later reading success that can last a lifetime.
Personalised programs for toddlers can include supporting areas such as:
Language Rich Environment
Through games, play and "serve and return" conversations based on interests, children develop vocabulary skills necessary to support their future reading success. Parents will learn how to create these language rich environments at home in easy ways that fit their family.
Alphabet Knowledge
Children start to have some letter knowledge beginning in the early preschool years. Through games and play children will learn that each letter has a name and identify these letters in the environment and literacy materials.
Familiarity with Literacy Material
During the toddler years children should become familiar with a variety of types of literacy materials. Books should be used for stories, as well as games and crafts. At this age children can learn to handle books appropriately and begin to engage with literacy materials on a regular basis.
Comprehension
Using a technique called dialogic reading children will develop a deeper understanding of the books they are sharing with an adult. This form of reading actively involves the child in the process even before they can read the words on the page themselves. This encourages children to become more motivated and engaged in the reading process early on.
Phonological Awareness
Phonological awareness is the ability to recognise and manipulate sounds and words. Developing strong phonological awareness skills is an important pre-reading ability. At this age these skills are learned through songs and games to make learning fun.
Print Motivation
Print motivation is a critical piece in early literacy development and involves thinking books and reading are fun. Personal preferences will be used to foster a love of literacy and parents will be supported to continue this at home in a manageble way.
Your Program. Your Way.
The categories listed above provide a broad basis for skills children should be acquiring at this specific age to help support later reading success and will be used as a foundation for their personalised program. Individualisation will be based on each child's strengths and areas to grow, as well as tailored to their unique family setting.
Contact
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