Reading Storybooks

The interactions between these two brothers show how quickly vocabulary is developed through story time.  Plus, just how often will a Rhi-na-ser-rus just show up at your home?

Caregivers may also encourage discussion and comprehension by asking open-ended questions about the story. Children often relate to the characters and story lines and, when encouraged, they reveal interesting views. The following conversation occurred when Dominique was four years old, after a reading of Goldilocks and the Three Bears.

Mom: What part of the story did you like the best?

Dominique: When Goldilocks kept messing up baby bear’s stuff.

Mom: Who did you like best in the story?

Dominique: Baby bear.

Mom: Why?

Dominique: ‘Cause baby bear is like me. All of his stuff is wrecked up by Goldilocks, like Sheritta [her eighteen-month-old sister] messes up mine.

Notice that Dominique’s mother asked open-ended opinion questions and accepted her child’s responses. This type of question encourages oral responses and children’s personal interpretation of the story. Adults should refrain from asking interrogation or detail questions, such as “What did Goldilocks say when she tasted the second bowl of porridge?” Detail questions tend to make story time avoidable, not enjoyable.

As children snuggle in a parent’s lap or beside their parent in a chair or bed, story time creates a comforting, private time to talk together. In addition to providing wonderful language opportunities, story time also establishes a foundation for children to become successful readers.

In today’s culturally, linguistically, and socioeconomically diverse society, teachers may find that some of their students’ parents may not have the ability to read to their children or the financial means to purchase storybooks. Even more parents are unsure how to successfully engage their children in story time. Teachers may need to help parents by serving as a resource.