| Why read a book to an infant who does not yet know | | | | words, or fill in missing words if you hesitate. |
| the meaning of a word-or of words at all? Why sing | | | | • Let toddlers "write" shopping lists with you. |
| to a toddler who cannot understand your song? | | | | They may want to watch you sort coupons and |
| Both of these activities help children make connections | | | | engage in other grocery store activities. |
| between words and meaning. They also help to | | | | • Take short trips to new places and talk |
| create a warm, safe environment for children and lead | | | | about what is happening around you. If possible, read |
| to a lifetime love of reading and learning. | | | | together about similar events beforehand and again |
| Some parents assume that learning to read starts with | | | | afterwards. |
| memorizing the alphabet and sounding out words, but | | | | • Give children magnetic letters for the |
| actually the fundamentals of reading begin much earlier. | | | | refrigerator, and begin spelling out words and names |
| Adults lay the foundation for reading every day, when | | | | as toddlers are introduced to them. |
| they point out objects and describe what they are | | | | Preschoolers |
| doing while dressing an infant, grocery shopping with a | | | | • Encourage preschool children to carry out |
| toddler, or cooking with a preschooler. | | | | the steps to written recipes, or read printed labels at |
| The most important thing is that teaching children about | | | | the store. |
| reading becomes an activity that brings children closer | | | | • At four or five, children may begin to ask |
| to the caring adults in their lives. Here are some tips for | | | | questions about the print they see in books. Books with |
| families who want to help their children make | | | | labeled pictures help children to connect words and |
| connections between meaning and words. | | | | objects more easily. |
| Infants | | | | • Play picture-card games with your child-but |
| • Talk or sing to your baby when you change | | | | remember, they may not always play by the rules at |
| his diaper, give him a bath, feed him lunch or join him in | | | | this age! |
| play. | | | | • Provide a variety of materials to encourage |
| • Introduce cardboard or cloth books with | | | | children to "play" at writing and reading-checks or |
| brightly colored pictures. Be aware that at this point, | | | | traffic tickets, menus or greeting cards. |
| your baby might enjoy looking at, tossing, or chewing | | | | Primary grade children |
| the books more than being read to! | | | | • Continue to read with your child, especially |
| • Help increase your baby's vocabulary by | | | | at bedtime, even if she has already learned to read. |
| playing "What's that?" or "Where's the teddy bear?" | | | | • Visit the library on a regular basis to make |
| when enjoying books together. | | | | books a regular part of children's lives. Show children |
| • Point out words on signs at the park, at the | | | | that you read books and magazines for information |
| zoo, or when walking or driving. | | | | and enjoyment. |
| • As children begin to notice letters on blocks | | | | • Listen to the stories children write, as well |
| or other toys, name the letters for them. Read words | | | | as their jokes or riddles. Encourage them to write |
| aloud and explain what they mean. | | | | down their ideas. |
| Toddlers | | | | • Play word games such as Boggle or |
| • Reading stories before bed makes a good | | | | Scrabble with your child. |
| transition between active play and restful time. | | | | Features advice from experienced dads on parenting, |
| Toddlers may ask you to read their favorites | | | | pregnancy, adoption, newborn baby, and on raising kids |
| repeatedly. They may begin to connect pictures with | | | | and teens. |