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Ready for Read‐Alouds: 10 Practices for Book‐Sharing with Infants and Toddlers.

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Title: Ready for Read‐Alouds: 10 Practices for Book‐Sharing with Infants and Toddlers.
Authors: Vallotton, Claire D., Gardner‐Neblett, Nicole, Kim, Loria, Harewood, Tamesha, Duke, Nell K.
Source: Reading Teacher; Jan/Feb2023, Vol. 76 Issue 4, p459-469, 11p, 5 Color Photographs, 10 Charts
Subject Terms: READING interests of children, INFANTS, TODDLERS, LITERACY, READING, CHILDREN'S literature
Abstract: Experiences with books before age three predict children's motivation to read (Bus et al., 1995), and can support the development of vocabulary, communication, and symbolic skills (Scarborough, 2001). Sharing books with infants and toddlers is different than reading aloud to older children. For example, it is important to attend more closely to infants' eye gaze and to support toddlers to respond with gestures. This article presents 10 research‐based practices for book‐sharing with infants and toddlers to foster love of reading and emergent literacy skills. For each practice, we provide examples with preverbal infants and newly verbal toddlers. We encourage teachers of reading to use these practices in their interactions with infants and toddlers and to use their role as literacy leaders to share the practices with childcare providers, families, and others who work with this age group. [ABSTRACT FROM AUTHOR]
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Abstract:Experiences with books before age three predict children's motivation to read (Bus et al., 1995), and can support the development of vocabulary, communication, and symbolic skills (Scarborough, 2001). Sharing books with infants and toddlers is different than reading aloud to older children. For example, it is important to attend more closely to infants' eye gaze and to support toddlers to respond with gestures. This article presents 10 research‐based practices for book‐sharing with infants and toddlers to foster love of reading and emergent literacy skills. For each practice, we provide examples with preverbal infants and newly verbal toddlers. We encourage teachers of reading to use these practices in their interactions with infants and toddlers and to use their role as literacy leaders to share the practices with childcare providers, families, and others who work with this age group. [ABSTRACT FROM AUTHOR]
ISSN:00340561
DOI:10.1002/trtr.2176