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U.S. Department of Education

Margaret Spellings

Secretary

First published in January 2000. Revised 2002 and 2005.

This booklet is in the public domain. Authorization to reproduce it in whole or in part for

educational purposes is granted. While permission to reprint this publication is not

necessary, the citation should be:

U.S. Department of Education

Office of Communications and Outreach

Helping Your Child Become a Reader

Washington, D.C., 2005

To order copies of this publication in English or Spanish write to:

ED Pubs

Education Publications Center

U.S. Department of Education

P.O. Box 1398

Jessup, MD 20794-1398

or fax your request to: (301) 470-1244

or email your request to: edpubs@inet.ed.gov

or call in your request toll-free: 1-877-433-7827 (1-877-4-ED-PUBS). If 877 is not yet

available in your area, call 1-800-872-5327 (1-800-USA-LEARN). Those who use a

telecommunications device for the deaf (TDD) or a teletypewriter (TTY), should call 1-

800-437-0833.

or order on-line at: www.ed.gov/pubs/edpubs.html.

This publication is also available on the Department’s website at:

www.ed.gov/parents/academic/help/hyc.html

On request, this publication is available in alternative formats, such as Braille, large print,

audiotape, or computer diskette. For more information, please contact the Department’s

Alternative Format Center (202) 260-9895 or (202) 205-0818.

Children’s books and magazines are mentioned in this booklet as examples and are only a

few of many appropriate children’s books and periodicals. Other materials mentioned are

provided as resources and examples for the reader’s convenience. Listing of materials

and resources in this book should not be construed or interpreted as an endorsement by

the Department of any private organization or business listed herein.
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Foreword

Years of research show clearly that children are more likely to succeed in learning when

their families actively support them. When you and other family members read with your

children, help them with homework, talk with their teachers, and participate in school or

other learning activities, you give your children a tremendous advantage.

Other than helping your children to grow up healthy and happy, the most important thing 

that you can do for them is to help them develop their reading skills. It is no exaggeration

to say that how well children learn to read affects directly not only how successful they 

are in school but how well they do throughout their lives. When children learn to read,

they have the key that opens the door to all the knowledge of the world. Without this key,

many children are left behind.

At the heart of the No Child Left Behind Act of 2001 is a promise to raise standards for all

children and to help all children meet those standards. To help meet this goal, the

President is committed to supporting and promoting the very best teaching programs,

especially those that teach young people how to read. Well-trained reading teachers and 

reading instruction that is based on research can bring the best teaching approaches and 

programs to all children and so help to ensure that “no child is left behind”. However, the

foundation for learning to read is in place long before children enter school and begin

formal reading instruction. You and your family help to create this foundation by talking,

listening, and reading to your children every day and by showing them that you value,

use, and enjoy reading in your lives.

This booklet includes activities for families with children from infancy through age 6.

Most of the activities make learning experiences out of the everyday routines in which

you and your children participate. Most use materials that are found in your home or that

can be had free-of-charge from your local library. The activities are designed to be fun

for both you and your children as you help them to gain the skills they need to become

readers. Enjoy them!
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Contents

Introduction

Becoming a Reader

Talking and Listening

Reading Together

Learning about Print and Books

Early Efforts to Write

Reading in Another Language

Activities

Baby Talk

Books and Babies

Chatting with Children

As Simple as ABC

What Happens Next?

A Home for My Books

A Picture’s Worth a Thousand Words

Rhyme with Me: It’s Fun, You’ll See !

Match My Sounds

Take a Bow !

Family Stories

Write On!

Other Ways to Help

Visiting the Library

Learning with Computers

Taking Charge of TV

If You Think There’s a Problem

A Reading Checklist

Typical Language Accomplishments for Children, Birth to Age 6 

Resources for Families and Caregivers

Resources for Children

Bibliography 

Acknowledgements
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Introduction

You could say that your baby starts on the road to becoming a reader on the day she* is

born and first hears the sounds of your voice. Every time you speak to her, sing to her,

and respond to the sounds that she makes, you strengthen your child’s understanding of

language. With you to guide her, she is well on her way to becoming a reader.

To understand the connection between a child’s early experiences with spoken language

and learning to read, you might think of language as a four-legged stool. The four legs are

talking, listening, reading, and writing. All four legs are important; each leg helps to

support and balance the others.

This booklet gives you information about how you can use your language skills to build

your child’s skills. It offers suggestions about how you can:

ß Talk with and listen to your child.

ß Read together with her.

ß Help your child learn about books and print.

ß Encourage your child’s early writing efforts.

ß Help your child learn to read if his first language is not English.

ß Prepare your child for success in school.

The major portion of the booklet contains activities that you can use with your child to

strengthen her language skills and encourage her love of reading. However, these

activities are only a starting point. We hope that you and your child will enjoy them

enough to create and try many more on your own. As a parent, you are your child’s first

and most important teacher. You don’t need to be the best reader to help—your time and 

interest and the pleasure that you share with your child as part of reading together are

what counts. If you would like more information about helping your child with reading,

this booklet also provides lists of books and Web sites and the names of groups that you

can contact.

We all know that older children can do things that younger ones can’t. This is true for

reading, too. To help show when children can take certain learning steps, this booklet ties

the discussion and activities to four age groups:

Baby = birth to 1 year

Toddler = 1 to 3 years

Preschooler = ages 3 and 4

Kindergartner/early first-grader = ages 5 and 6 

 * Please note: In this book, we refer to a child as “him” in some places and “her” in others. We do this to

make the book easier to read. Please understand, however, that every point that we make about reading is

the same for girls and boys.
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Keep in mind, however, that children don’t all learn at the same pace. And even though

they learn new things, they may have “old favorites”—books and activities from earlier

years—that they still enjoy. You are the best person to decide which activities will work 

best for your child.

Children become readers step by step. By age 7, most children are reading. Some take

longer than others, and some need extra help. When children receive the right kind of

help in their early years, reading difficulties that can arise later in their lives can be

prevented. This booklet offers steps that you can take to start your child on the way to

becoming a successful reader. It is an adventure that you will not want to miss, and the

benefits for your child will last a lifetime.
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“As parents, the most important thing we can do

is read to our children early and often. Reading

is the path to success in school and life. When

children learn to love books, they learn to love

learning.”

- Laura Bush
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Becoming a Reader

Every step a child takes toward learning to read leads to another. Bit by bit, the child

builds the knowledge that is necessary for being a reader. Over their first 6 years, most

children

ß Talk and listen.

ß Listen to stories read aloud.

ß Pretend to read.

ß Learn how to handle books.

ß Learn about print and how it works.

ß Identify letters by name and shape.

ß Identify separate sounds in spoken language.

ß Write with scribbles and drawing.

ß Connect single letters with the sounds they make.

ß Connect what they already know to what they hear read.

ß Predict what comes next in stories and poems.

ß Connect combinations of letters with sounds.

ß Recognize simple words in print.

ß Sum up what a story is about.

ß Write individual letters of the alphabet.

ß Write words.

ß Write simple sentences.

ß Read simple books.

ß Write to communicate.

ß Read simple books.

Children can take more than one of these steps at the same time. This list of steps,

though, gives you a general idea of how your child will progress toward reading. (For

more details, see Typical Language Accomplishments for Children, Birth to Age 6,

page 38).

Talking and Listening

Scientists who study the brain have found out a great deal about how we learn. They have

discovered that babies learn much more from the sights and sounds around them than we

thought previously. You can help your baby by taking advantage of her hunger to learn.

From the very beginning, babies try to imitate the sounds that they hear us make. They

“read” the looks on our faces and our movements. That’s why it is so important to talk,

sing, smile, and gesture to your child. Hearing you talk is your baby’s very first step 

toward becoming a reader, because it helps her to love language and to learn words. (See

“Baby Talk,” page 11.)
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As your child grows older, continue talking with her. Ask her about the things she does.

Ask her about the events and people in the stories you read together. Let her know you

are listening carefully to what she says. By engaging her in talking and listening, you are

also encouraging your child to think as she speaks. In addition, you are showing that you

respect her knowledge and her ability to keep learning. (See “Chatting with Children,”

page 13.)

Reading Together

Imagine sitting your baby in your lap and reading a book to him for the first time. How

different from just talking! Now you’re showing him pictures. You point to them. In a

lively way, you explain what the pictures are. You’ve just helped you child take the next

step beyond talking. You’ve shown him that words and pictures connect. And you’ve

started him on his way to understanding and enjoying books.

While your child is still a baby, reading aloud to him should become part of your daily

routine. Pick a quiet time, such as just before you put him to bed. This will give him a

chance to rest between play and sleep. If you can, read with him in your lap or snuggled 

next to you so that he feels close and safe. As he gets older, he may need to move around

some as you read to him. If he gets tired or restless, stop reading. Make reading aloud a

quiet and comfortable time that your child looks forward to. Chances are very good that

he will like reading all the more because of it.

Try to spend at least 30 minutes each day reading to and with your child. At first, read for

no more than a few minutes at a time, several times a day. As your child grows older, you

should be able to tell if he wants you to read for longer periods. Don’t be discouraged if

you have to skip a day or don’t always keep to your schedule. Just get back to your daily 

routine as soon as you can. Most of all, make sure that reading stays fun for both of you!

Reading books with their children is one of the most

important things that parents can do to help their children 

become readers.

What Does It Mean?

From the earliest days, talk with your child about what you are reading. You might point

to pictures and name what is in them. When he is ready, have him do the same. Ask him,

for example, if he can find the little mouse in the picture, or do whatever is fun and right

for the book. Later on, as you read stories, read slowly and stop now and then to think

aloud about what you’ve read. From the time your child is able to talk, ask him such 

questions about the story as, “What do you think will happen next?” or “Do you know

what a palace is?” Answer his questions and, if you think he doesn’t understand 

something, stop and talk more about what he asked. Don’t worry if you occasionally 
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break the flow of a story to make clear something that is important. However, don’t stop 

so often that the child loses track of what is happening in the story.

Look for Books!

The books that you pick to read with your child are very important. If you aren’t sure of

what books are right for your child, ask a librarian to help you choose titles. (For more

information on what libraries have to offer, see “Visiting the Library,” page 27.)

Introduce your child to books when she is a baby. Let her hold and play with books made

just for babies: board books with study cardboard covers and thick pages; cloth books

that are soft and washable, touch-and-feel books, or lift-the-flap books that contain

surprises for your baby to discover. Choose books with covers that have big, simple

pictures of things that she sees every day. Don’t be upset if at first your child chews or

throws a book. Be patient. Cuddling with the child as you point to and talk with great

excitement about the book’s pictures will soon capture her interest. When your baby

becomes a toddler, she will enjoy helping to choose books for you to read to her.

As your child grows into a preschooler and kindergartner, the two of you can look for

books that have longer stories and more words on the pages. Also look for books that

have repeating words and phrases that she can begin to read or recognize when she sees

them. By early first grade, add to this mix some books designed for beginning readers,

including some books that have chapters and some books that show photographs and 

provide true information rather than make-believe stories.

Keep in mind that young children most often enjoy books about people, places, and 

things that are like those they know. The books can be about where you live or about

parts of your culture, such as your religion, your holidays, or the way that you dress. If

your child has special interests, such as dinosaurs or ballerinas, look for books about

those interests.

From your child’s toddler years through early first grade, you also should look for books

of poems and rhymes. Remember when your baby heard your talking sounds and tried to 

imitate them? Rhymes are an extension of that language skill. By hearing and saying 

rhymes, along with repeated words and phrases, your child learns about spoken sounds

and about words. Rhymes also spark a child’s excitement about what comes next, which 

adds fun and adventure to reading. (For rhyming activities, see “Rhyme with Me: It’s

Fun, You’ll See!” page 20.)

Show Your Child That You Read

When you take your child to the library, check out a book for yourself. Then set a good

example by letting your child see you reading for yourself. Ask your child to get one of

her books and sit with you as you read your book, magazine, or newspaper. Don’t worry

if you feel uncomfortable with your own reading ability. It’s the reading that counts.

When your child sees that reading is important to you, she may decide that it is important
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to her, too. (For ideas on how to help your child love books, see “A Home for My 

Books,” page 18.)

Learning about Print and Books

Reading together is a perfect time to help a late toddler or early preschooler learn what

print is. As you read aloud, stop now and then and point to letters and words; then point

to the pictures they stand for. Your child will begin to understand that the letters form

words and that words name pictures. He will also start to learn that each letter has its own 

sound—one of the most important things your child can know when learning to read.

By the time children are 4, most have begun to understand that printed words have

meaning. By age 5, most will begin to know that not just the story but the printed words

themselves go from left to right. Many children will even start to identify some capital

and small letters and simple words. (For some ideas on learning letters, see “As Simple

as ABC,” page 14.)

In late kindergarten or early first grade, your child may want to read on his own. Let him!

But be sure that he wants to do it. Reading should be something he is proud of and eager

to do and not a lesson.

How Does a Book Work? 

Children are fascinated by how books look and feel. They see how easily you handle and 

read books, and they want to do the same. When your toddler watches you handle books,

she begins to learn that a book is for reading, not tearing or tossing around. Before she is

3, she may even pick one up and pretend to read, an important sign that she is beginning

to know what a book is for. As your child becomes a preschooler, she is learning that

ß A book has a front cover.

ß A book has a beginning and an end.

ß A book has pages.

ß A page in a book has a top and a bottom.

ß You turn pages one at a time to follow the story.

ß You read a story from left to right of a page.

As you read with your 4– or 5–year-old, begin to remind her about these things. Read the

title on the cover. Talk about the picture on the cover. Point to the place where the story

starts and, later, where it ends. Let your child help turn the pages. When you start a new

page, point to where the words of the story continue and keep following the words by 

moving your finger beneath them. It takes time for a child to learn these things, but when 

your child does learn them, she has solved some of reading’s mysteries.

Early Efforts To Write
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Writing and reading go hand in hand. As your child is learning one, he is learning the

other. You can do certain things to make sure that he gets every opportunity to practice

both. When he is about 2 years old, for example, give your child crayons and paper and 

encourage him to draw and scribble. He will have fun choosing which colors to use and 

which shapes to make. As he holds and moves the crayons, he will also develop muscle

control. When he is a late toddler or early preschooler, he will become as eager to write

as he is to read. (For more ideas on how to encourage your child’s desire to write, see “As

Simple as ABC,” page 14, and “Write On!” page 25.)

Your preschool child’s scribbles or drawings are his first writing. He will soon begin to

write the alphabet letters. Writing the letters helps your child learn about their different

sounds. His very early learning about letters and sounds gives him ideas about how to 

begin spelling words. When he begins writing words, don’t worry that he doesn’t spell

them correctly. Instead, praise him for his efforts! In fact, if you look closely, you’ll see

that he’s made a pretty good try at spelling a word for the first time. Later on, with help

from teachers (and from you), he will learn the right way to spell words. For the moment,

however, he has taken a great step toward being a writer.

Reading in Another Language

If your child’s first language is not English, she can still become an excellent English 

reader and writer. She is on her way to successful English reading if she is beginning to 

learn many words and is interested in learning to read in her first language. You can help

by supporting her in her first language as she learns English. Talk with her, read with her,

encourage her to draw and write. In other words, do the same kinds of activities just

discussed, but do them in your child’s first language.

When your child first enters school, talk with her teacher. Teachers welcome such talks.

They even have sign-up times early in the year, though usually you may ask for a

meeting at any time. If you feel that you need some support in meeting with the teacher,

ask a relative, neighbor, or someone else in your community to go with you.

When you do meet, tell the teacher the things that you are doing at home to strengthen 

your child’s speaking and reading in her own language. Let the teacher know how

important you child’s reading is to you and ask for support for your efforts. Children who

can switch back and forth between languages have accomplished something special. They 

should be praised and encouraged as they work for this achievement.

For a list of multiple-language books, see

Resources for Children, page 51.
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Activities

What follows are ideas for language-building activities that you can do with your child to

help her build the skills she needs to become a reader. Most public libraries offer free use

of books, magazines, videos, computers, and other services. Other things that you might

need for these activities are not expensive.

For each set of activities, we give an age span that suggests when children should try 

them. From one activity to the next, we continue to talk about children at different stages:

babies (birth to 1 year), toddlers (1 to 3 years), preschoolers (ages 3 and 4), and 

kindergartner/early first-graders (ages 5 and 6). Remember that children don’t always

learn the same things at the same rate. And they don’t suddenly stop doing one thing and 

start doing another just because they are a little older. So use the ages as guides as your

child learns and grows. Don’t consider them to be hard and fast rules.

You’ll see that your role in the activities will change, too. Just as you hold up your child

when he’s learning to walk, you will help him a lot when he’s taking his first language

steps. As he grows, you will gradually let go, and he will take more and more language

steps on his own. That is why in most of the activities we say, “The first activities . . .

work well with younger children. As your child grows older, the later activities let him do 

more.”

As a parent, you can help your child want to learn in a way no one else can. That desire to 

learn is a key to your child’s later success. Enjoyment is important! So, if you and your

child don’t enjoy one activity, move on to another. You can always return to any activity 

later on.
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Baby Talk

For babies from birth to 1 year

Babies love hearing your voice. When you answer your child’s sounds with sounds of

your own, she learns that what she “says” has meaning and is important to you.

What to Do 

ß Talk to your baby often. Answer her coos, gurgles, and smiles. Talk, touch, and

smile back. Get her to look at you.

ß Play simple talking and touching games with your baby. Ask, “Where’s your

nose?” Then touch her nose and say playfully, “There’s your nose!” Do this

several times, then switch to an ear or knee or tummy. Stop when she (or you)

grows tired of the game.

ß Change the game by touching the nose or ear and repeating the word for it several

times. Do this with objects, too. When she hears you name something over and 

over again, your child begins to connect the sound with what it means.

ß Do things that interest your baby. Vary your tone of voice, make funny faces, sing 

lullabies, and recite simple nursery rhymes. Play “peek-a-boo” and “pat-a-cake”

with her.

It’s so important to talk to your baby! With your

help, her coos and gurgles will one day give way to 

words.
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Books and Babies

For babies from age 6 weeks to 1 year

Sharing books is a way to have fun with your baby and to start him on the road to

becoming a reader.

What You Need

Cardboard or cloth books with large, simple pictures of things with which babies are

familiar

Lift-the-flap, touch-and-feel, or peek-through play books (For suggestions, see

Resources for Children, page 51.)

What to Do

ß Read to your baby for short periods several times a day. Bedtime is always a good 

time, but you can read at other times as well—while you’re in the park, on the

bus, or even at the breakfast table (without the food!).

ß As you read, point out things in the pictures. Name them as you point to them.

ß Give your baby sturdy books to look at, touch, and hold. Allow him to peek 

through the holes or lift the flaps to discover surprises.

Babies soon recognize the faces and voices of those

who care for them. As you read to your baby, he

will begin to connect books with what he loves

most—your voice and closeness.
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Chatting with Children

For children ages 1 to 6

Continue talking with your older child as you did with your baby. Talking helps him to

develop language skills and lets him know that what he says is important.

What to Do 

The first activities in the list below work well with younger children. As your child grows

older, the later activities let him do more. However, keep doing the first ones as long as

he enjoys them.

ß Talk often with your toddler. When feeding, bathing, and dressing him, ask him to

name or find different objects or clothing. Point out colors, sizes, and shapes.

ß Talk with your child as you read together. Point to pictures and name what is in

them. When he is ready, ask him to do the same. Ask him about his favorite parts

of the story, and answer his questions about events or characters.

ß Teach your toddler to be a helper by asking him to find things. As you cook, give

him pots and pans or measuring spoons to play with. Ask him what he is doing 

and answer his questions.

ß Whatever you do together, talk about it with your child. When you eat meals, take

walks, go to the store, or visit the library, talk with him. These and other activities

give the two of you a chance to ask and answer questions such as, “Which flowers

are red? Which are yellow?” “What else do you see in the garden?” Challenge

your child by asking questions that need more than a “yes” or “no” answer.

ß Listen to your child’s questions patiently and answer them just as patiently. If you 

don’t know the answer to a question, have him join you as you look for the

answer in a book. He will then see how important books are as sources of

information.

ß Have your child tell you a story. Then ask him questions, explaining that you need 

to understand better.

ß When he is able, ask him to help you in the kitchen. He might set the table or

decorate a batch of cookies. A first-grader may enjoy helping you follow a simple

recipe. Talk about what you’re fixing, what you’re cooking with, what he likes to 

eat, and more.

ß Ask yourself if the TV is on too much. If so, turn it off and talk!

Talking and having conversations with your child 

play a necessary part in helping his language skills

grow.
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As Simple as ABC

For children ages 2 to 6

Sharing the alphabet with your child helps her begin to recognize the shapes of letters and

to link them with the sounds of spoken language. She will soon learn the difference

between individual letters—what they look like and what they sound like.

What You Need

Alphabet books (see Resources for Children, page 51)

ABC magnets

Paper, pencils, crayons, markers

Glue and safety scissors

What to Do

The first activities in the list below work well with younger children. As your child grows

older, the later activities let her do more. But keep doing the first ones as long as she

enjoys them.

ß With your toddler sitting with you, print the letters of her name on paper and say 

each letter as you write it. Make a name sign for her room or other special place.

Have her decorate the sign by pasting stickers or drawing on it.

ß Teach your child “The Alphabet Song” and play games with her using the

alphabet. Some alphabet books have songs and games that you can learn together.

ß Look for educational videos, DVDs, CDs, and TV shows such as “Between the

Lions” that feature letter-learning activities for young children. Watch such 

programs with your child and join in with her on the rhymes and songs.

ß Place alphabet magnets on your refrigerator or on another smooth, safe metal

surface. Ask your child to name the letters she plays with and to say the words she

may be trying to spell.

ß Wherever you are with your child, point out individual letters in signs, billboards,

posters, food containers, books, and magazines. When she is 3 to 4 years old, ask 

her to begin finding and naming some letters.

ß When your child is between ages 3 and 4, encourage her to spell and write her

name. For many children, their names are the first words they write. At first, your

child may use just one or two letters for her name (for example, Emily,

nicknamed Em, uses the letter M).

ß Make an alphabet book with your kindergartner. Have her draw pictures (you can

help). You can also cut pictures from magazines or use photos. Paste each picture

in the book. Help your child to write next to the picture the letter that stands for

the object or person in the picture (for example, B for bird, M for milk, and so on).
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When you show your child letters and words over

and over again, she will identify and use them more

easily when learning to read and write. She will be

eager to learn when the letters and words are

connected to things that are part of her life.
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What Happens Next?

For children ages 2 to 6 

Books with words or actions that appear over and over help your child to predict or tell

what happens next. These are called “predictable” books. Your child will love to figure

out the story in a predictable book!

What You Need

Predictable books with repeated words, phrases, questions, or rhymes (For suggested 

titles, see Resources for Children, page 51.)

What to Do 

The first activities in the list below work well with younger children. As your child grows

older, the later activities let him do more. But keep doing the first ones as long as he

enjoys them.

ß Read predictable books to your child. Teach him to hear and say repeating words,

such as names for colors, numbers, letters, and animals.

ß Pick a story that has repeated phrases, such as this example from The Three Little

Pigs:

Wolf Voice: Little pig, little pig, let me come in.

Little Pig: Not by the hair on my chinny-chin-chin!

Wolf Voice: Then I’ll huff and I’ll puff and I’ll blow your house in!

Your child will learn the repeated phrase and have fun joining in with you each 

time it shows up in the story. Pretty soon, he will join in before you tell him.

ß Read books that give hints about what might happen next. Such books have your

child lifting flaps, looking through cut-out holes in the pages, “reading” small

pictures that stand for words (called “rebuses”), and searching for many other

clues. Get excited along with your child as he hurries to find out what happens

next.

ß When reading predictable books, ask your child what he thinks will happen. See if

he points out picture clues, if he mentions specific words or phrases, or if he

connects the story to something that happens in real life. These are important

skills for a beginning reader to learn.
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Predictable books help children to understand how

stories progress. A child easily learns familiar

phrases and repeats them, pretending to read.

Pretend reading gives a child a sense of power and

the courage to keep trying.
21

A Home for My Books

For children ages 2 to 6

Starting a home library for your child shows her how important books are. Having books

of her own in a special place boosts the chance that your child will want to read even 

more.

What You Need

Books from bookstores, garage sales, flea markets, used book stores, and sales at your

local library

A bookcase, a cardboard box, or other materials to make a place for books

What to Do

ß Pick a special place for your child’s books so that she knows where to look for

them. A cardboard box that you can decorate together might make a good

bookcase. Or you might clear one of the family bookshelves and make a special

place for her to put her books.

ß Help your child to arrange her books in some order—her favorite books, books

about animals, holiday books. Use whatever method will help her most easily find 

the book she’s looking for.

ß Borrow books from your local library. (See “Visiting the Library,” page 27.) Go

to the children’s section and spend time with your child reading and selecting 

books to take home and put in her special place. You might even have a box or

space just for library books, so that they don’t get mixed up with your child’s own 

books.

ß Encourage family members and friends to give books to your child as presents for

birthdays and other occasions.

ß When you and your child make your own books, you can add them to your home

library. (For ideas on how to make books, see “As Simple as ABC,” page 14, and 

“Write On!” page 25.)

When collecting and reading books are a part of

family life, you send your child a message that

books are important, enjoyable, and full of new

things to learn.
22

A Picture’s Worth a Thousand Words

For children ages 3 to 6 

Books that have no words, just beautiful pictures, invite you and your child to use your

imaginations to make up your own stories to go with the pictures.

What You Need

Wordless picture books (For suggestions, see Resources for Children, page 51.)

Old magazines

Safety scissors

Construction paper

What to Do

The first activities in the list below work well with younger children. As your child grows

older, the later activities let him do more. But keep doing the first ones as long as he

enjoys them.

ß Look through the whole picture book with your child. Ask him what he thinks the

story is about. Tell the story together by talking about each page as each of you

sees it.

ß Ask your child to identify objects, animals, or people on each page. Talk with him

about the pictures, and ask him if he thinks that they are like real life.

ß Have your child tell another child or family member a story using a wordless

picture book. Doing this will make him feel like a “reader” and will encourage

him to continue learning to read.

ß Have your child create his own picture book with his drawings or pictures that

you help him cut from magazines.

Using wordless picture books can help improve

children’s language skills and spark their

imaginations.
23

Rhyme with Me: It’s Fun, You’ll See!

For children ages 3 to 6

Rhyming activities help your child to pay attention to the sounds in words.

What You Need

Books with rhyming words, word games, or songs

What to Do

The first activities in the list below work well with younger children. As your child grows

older, the later activities let her do more. But keep doing the first ones as long as she

enjoys them.

ß Play rhyming games and sing rhyming songs with your child. Many songs and 

games include clapping, bouncing and tossing balls, and playing in groups.

ß Read rhymes to your child. As you read, stop before a rhyming word and

encourage your child to fill in the blank. When she does, praise her.

ß Listen for rhymes in songs that you know or hear on the radio, TV, or at family or

other gatherings. Sing the songs with your child.

ß Around the home, point to objects and say their names, for example, clock. Then

ask your child to say as many words as she can that rhyme with the name. Other

easily rhymed words are ball, bed, rug, sink, and toy. Let your child use some

silly, or nonsense, words as well: toy—joy, boy, woy, loy, doy, hoy, noy.

ß Say three words such as go, dog, and frog, and ask your child which words sound 

the same—rhyme.

ß If your child has an easy-to-rhyme name, ask her to say words that rhyme with it:

Jill—bill, mill, fill, hill.

ß If a computer is available, encourage your child to use it to play rhyming games.

(For computer game suggestions, see “Learning with Computers,” page 29.)

Children around the world have fun with rhyming games

and songs. Here are a few rhyming books to look for: Shake

It to the One That You Love the Best: Play Songs and 

Lullabies from Black Musical Traditions by Cheryl Warren 

Mattox; Read Aloud Rhymes for the Very Young by Jack 

Prelutsky; Diez Deditos: 10 Little Fingers and Other Play

Rhymes and Action Songs from Latin America by Jose-Luis

Orozco; and My Very First Mother Goose by Iona Opie.

(For more suggestions, see Resources for Children, page

51.)
24

Match My Sounds

For children ages 3 to 6

Listening for and saying sounds in words will help your child to learn that spoken words

are made up of sounds, which gets him ready to match spoken sounds to written letters—

an important first step toward becoming a reader.

What You Need

Books with nursery rhymes, tongue twisters, word games, or silly songs

What to Do

The first activities in the list below work well with younger children. As your child grows

older, the later activities let him do more. But keep doing the first ones as long as he

enjoys them.

ß Say your child’s name, then have him say words that begin with the same sound;

for example: David—day, doll, dish; Jess—juice, jam, jar.

ß As you read a story or poem, ask your child to listen for and say the words that

begin with the same sound. Then have him think of and say another word that

begins with the sound.

ß Read or say a familiar nursery rhyme such as “Humpty, Dumpty.” Then have

your child make it “Bumpty, Lumpty” or “Thumpty, Gumpty.”

ß Help your child to make up and say silly lines with lots of words that start with

the same sound, such as, “Sister saw six silly snakes.”

ß Say two names for an animal, and tell your child to choose the name that begins

with the same sound as the animal’s name. Ask, for example, should a horse’s

name be Hank or Tank? Should a pig be Mattie or Patty? Should a zebra be Zap 

or Cap?

Helping children learn to pay attention to sounds in 

words can prevent reading problems later on.
25

Take a Bow!

For children ages 3 to 6

When your child acts out a poem or story, she shows her own understanding of what it is

about. She also grows as a reader by connecting emotions with written words.

What You Need

Poems or stories written from a child’s point of view

Things to use in a child’s play (dress-up clothes, puppets)

What to Do

ß Read a poem slowly to your child. Read it with feeling, making the words seem

important.

ß If your child has a poem she especially likes, ask her to act it out. Ask her to make

a face to show the way the character in the poem is feeling. Making different

faces adds emotion to the performer’s voice. After her performance, praise her for

doing a good job.

ß Tell your child that the family would love to see her perform her poem. Set a time

when everyone can be together. When your child finishes her performance,

encourage her to take a bow as everyone claps and cheers loudly.

ß Encourage your child to make up her own play from a story that she has read or

heard. Tell her that it can be make-believe or from real life. Help her to find or

make things to go with the story—a pretend crown, stuffed animals, a broomstick,

or whatever the story needs. Some of her friends or family also can help. You can 

write down the words or, if she is old enough, help her to write them. Then help

her to stage the play for everyone to see!

Play acting helps a child learn that there are more

and less important parts to a story. She also learns

how one thing in a story follows another.
26

Family Stories

For children ages 3 to 6

Telling family stories lets your child know about the people who are important to him.

They also give him an idea of how one thing leads to another in a story.

What to Do

The first activities in the list below work well with younger children. As your child grows

older, the later activities let him do more. But keep doing the first ones as long as he

enjoys them.

ß Tell your child stories about your parents and grandparents or about others who 

are special to you and your family. You might put these stories in a book and add 

old photographs.

ß Think out loud about when you were little. Make a story out of something that

happened, such as a family trip, a birthday party, or when you lost your first tooth.

ß Have your child tell you stories about what he did on special days, such as

holidays, birthdays, and family vacations.

ß If you go on a trip, write a trip journal with your child to make a new family story.

Take photographs of special events. Writing down special events and pasting 

photographs of the events in the journal will tie the family story to a written 

history. You can also include everyday trips, such as going to the grocery store or

the park.

The storyteller’s voice helps your child to hear the

sounds of words and how they are put together to 

make meaning.
27

Write On!

For children ages 3 to 6

Reading and writing support each other. The more your child does of each, the better she

will be at both.

What You Need

Pencils, crayons, or markers

Yarn or ribbon

Writing paper or notebook

Cardboard or heavy paper

Construction paper

Safety scissors

What to Do 

The first activities in the list below work well with younger children. As your child grows

older, the later activities let her do more. But keep doing the first ones as long as she

enjoys them.

ß Write with your child. She will learn a lot about writing by watching you write.

Talk with her about your writing so that she begins to understand that writing

means something and has many uses.

ß Have your preschooler use her way of writing—perhaps just a scribble—to sign 

birthday cards or make lists.

ß Hang a family message board in the kitchen. Offer to write notes there for your

child. Be sure that she finds notes left there for her.

ß Ask your preschooler to tell you simple stories as you write them down. Question 

her if you don’t understand something.

ß Encourage your preschooler to write her name and practice writing it with her.

Remember, at first she may use only the first letter or two of her name.

ß Help your child write notes or e-mails to relatives and friends to thank them for

gifts or to share her thoughts. Encourage the relatives and friends to answer your

child.

ß When she is in kindergarten, your child will begin to write words the way that she

hears them. For example, she might write haf for have, frn for friend, and Frd for

Fred. Ask her to read her writing to you. Don’t be concerned with correct

spelling. She will learn that later.

ß As your child gets older, she can begin to write or tell you longer stories. Ask 

questions that will help her organize the stories. Answer questions about alphabet

letters and spelling.

ß Turn your child’s writing into books. Paste her drawings and writings on pieces of

construction paper. For each book, make a cover out of heavier paper or
28

cardboard, then add special art, a title, and her name as author. Punch holes in the

pages and cover and bind the book together with yarn or ribbon.

When a child is just beginning, she tries different

ways to write and spell. Our job as parents is to 

encourage our children’s writing so they will enjoy

putting their thoughts and ideas on paper. Provide

them with spelling help when they ask for it.
29

Other Ways to Help

All of the activities discussed so far offer a rich experience for children as they build their

language skills. But you can do even more to support your child’s learning.

Visiting the Library

Libraries offer more than books. They are places of learning and discovery for everyone.

Ask at the library about getting a library card in your child’s name and, if you don’t

already have one, get a card for yourself.

The Librarian

Introduce yourself and your child to your librarian. Librarians can help you to select the

best books that are both fun and suitable for your child’s age level. They can also show

you the other programs and services the library has to offer.

Books . . . and More

In addition to a wealth of books, your library most likely will have tapes and CDs of

books, musical CDs and tapes, movies, computers that you can use, and many more

resources. You also might find books in languages other than English, or programs to

help adults improve their reading. If you would like reading help for yourself or your

family, check with the librarian about literacy programs in your community. (Also see

Resources for Parents and Caregivers, page 42.)

Supervised Story Times

ß Babies and toddlers. Many libraries have group story hours that are short and 

geared to the attention spans of the children. During story hour, child sits in your

lap, and both of you can join in the story. The storyteller also may show you

fingerplays and rhythm activities. The storyteller also may give you tips and 

handouts that you can use for your own home story hours.

ß Preschoolers. The library may offer these story hours more than once a week. For

these story hours, you and your child usually read several books on the same

topic. You might play games, sing songs, use puppets, or do other activities that

are connected to that topic. You also may get ideas for books to read and other

things to do with your child at home.

ß Families. Families can read together, or they may join in a story told by the

library storyteller. Some libraries also set up family activities around the readings,

including crafts and art projects and watching movies.
30

Summer Reading 

After the school year is over, some children may forget what they have learned about

reading. Libraries help keep children interested in reading by offering summer programs.

Children from early elementary school to high school read books on their own. A teacher

or librarian may give a child a diary or log in which he writes what he read during the

summer. And, because reading aloud is so important to promoting a love of reading,

many libraries offer “Read-to-Me” clubs for preschool and younger children.

Learning with Computers

Computers can’t replace the reading and writing activities discussed earlier in this

booklet. But computers can support what these activities teach your child.

Many computer programs (also called software) offer activities that can both grab your

child’s interest and teach good lessons. Children as young as 3 years old, though they

can’t read yet, may still have fun using some of the colorful, action-filled programs with

enjoyable characters. (For computer program ideas, see Resources for Children, page

51.) Computer reading programs let your child 

ß Hear stories, read along and read by herself.

ß Play with objects and characters on the screen that teach the alphabet, simple

words, rhyming words and other skills important to learning to read.

ß Command the computer with her voice, record herself reading and play back the

recording so that she can hear herself.

ß Write simple sentences and make up stories.

ß Add pictures and characters to her stories and have them read back.

ß Make and print her own books.

ß Make slide shows.

ß Gain praise and see improvement in her language abilities.

Finding and Using a Computer

If you don’t have a computer at home, ask your librarian if you and your child may use

one of the library’s computers. Your child’s school or a nearby community college might

also have a computer laboratory that you may use. Ask your librarian about good

programs for learning to use a computer. Try a few. They can help you learn basic

computer steps before working with your child. Your librarian also may be able to tell

you where you can get computer training if you want it.

When sitting at a computer with your child, join in at first. Later, watch as he plays.

Always praise and guide him when you need to. Make sure that you choose the right

programs for your child’s age. Often, one program may have activities for many ages. As

your child grows, the program gets more challenging. In fact, if you have children of

different ages, the same program can allow each to learn and practice different skills.
31

There are many computer programs available for children, but they vary in quality. If you

can, try a program before you buy it. You also can check at your local library for reviews

of children’s programs. Don’t hesitate to ask your librarian or your child’s teacher for

information and recommendations about good software.

Many computer programs are available through “Web sites,” which are addresses on the

World Wide Web, a part of the Internet. Organizations such as libraries, colleges, and

government offices give people information through their Web sites. Businesses and 

other private groups also give—and sell—information over their Web sites. Good

children’s programs are available this way, but again, the quality of such material varies

and you will need to be careful in your choices. For help on how you can use a computer

to hook up to the Internet and find what you need, check with your librarian.

Some Useful Computer Resources

Parents Guide to the Internet published by the U.S. Department of Education, 1997. (call

toll-free 1–877–4ED–PUBS to request a free copy, or order online at

http://www.ed.gov/pubs/edpubs.html).

The Connected Family: Bridging the Digital Generation Gap by Seymour Papert and 

Nicholas Negroponte. Longstreet Press, 1996.

The Parents’ Pocket Guide to Kids and Computers published by the Family Computer

Workshop, 1998.

Young Kids and Computers: A Parent’s Survival Guide by Ellen Wolock, Anne Orr, and 

Warren Buckleitner. Children’s Software Revue, 1998.

For more resources, see “Some Other Informative Web Sites for Parents and Caregivers,

page” 42; “Computer Programs,” page 57; and “Young Children and the Internet: Places

to Learn and Play,” page 58.

Taking Charge of TV

Many children enjoy TV, and they can learn from it. Keep in mind, though, that young 

children often imitate what they see, good or bad. It’s up to you to decide how much TV

and what kinds of shows your child should watch.

ß Think about your child’s age and choose the types of things that you want him to

see, learn, and imitate.

ß Look for TV shows that

—teach your child something,

—hold his interest,

—encourage him to listen and question,
32

—help him learn more words,

—make him feel good about himself, and

—introduce him to new ideas and things.

ß “Sesame Street,” “Mister Rogers’ Neighborhood,” “Blue’s Clues,” “Between the

Lions,” “Reading Rainbow,” “Barney & Friends,” “Zoom,” and “Zoboomafoo,”

are some shows that you may want to consider. Many other good children’s

programs are available on public television stations and on cable channels such as

the Disney Channel and Nickelodeon.

ß Limit the time that you let your child watch TV. Too much television cuts into

important activities in a child’s life, such as reading, playing with friends, and

talking with family members.

ß Watch TV with your child when you can. Talk with him about what you see.

Answer his questions. Try to point out the things in TV programs that are like

your child’s everyday life.

ß When you can’t watch TV with your child, spot check to see what he is watching.

Ask questions after the show ends. See what excites him and what troubles him.

Find out what he has learned and remembered.

ß Go to the library and find books that explore the themes of the TV shows that

your child watches. Or help your child to use his drawings or pictures cut from

magazines to make a book based on a TV show.
33

If You Think There’s a Problem

Your child may resist being read to or joining with you in the activities in this booklet. If

so, keep trying the activities, but keep them playful. Remember that children vary a great

deal in the ways that they learn. Don’t be concerned if your child doesn’t enjoy a certain 

activity that her friend of the same age loves. It is important, though, to keep an eye on 

how your child is progressing. (See the box, “Watching Your Child Progress.”)

When a child is having a language or reading problem, the reason might be simple to 

understand and deal with or it might be complicated and require expert help. Often,

children may just need more time to develop their language skills. On the other hand,

some children might have trouble seeing, hearing, or speaking. Others may have a

learning disability. If you think your child may have some kind of physical or learning 

problem, it is important to get expert help quickly.

If your child is in school and you think that she should have stronger language skills, ask 

for a private meeting with her teacher. (You may feel more comfortable taking a friend,

relative, or someone else in your community with you.) In most cases, the teacher or

perhaps the principal will be able to help you to understand how your child is doing and 

what you might do to help her.

There is a law—the Individuals with Disabilities Education Act (IDEA)—that may allow

you to get certain services for your child from your school district. Your child might

qualify to receive help from a speech and language therapist or other specialist, or she

might qualify to receive materials designed to match her needs. You can learn about your

special education rights and responsibilities by requesting that the school give you— in

your first language—a summary of legal rights. To find out about programs for children 

with disabilities that are available in your state, contact the National Information Center

for Children and Youth with Disabilities. (See Resources for Parents and Caregivers,

page 42, for the address and phone number and for other resources.)

The good news is that no matter how long it takes, most children can learn to read.

Parents, teachers, and other professionals can work together to determine if a child has a

learning disability or other problem, and then provide the right help as soon as possible.

When a child gets such help, chances are very good that she will develop the skills she

needs to succeed in school and in life. Nothing is more important than your support for

your child as she goes through school. Make sure she gets any extra help she needs as

soon as possible, and always encourage her and praise her efforts.
34

Watching Your Child Progress

As a parent, you can learn a lot about your child’s learning and watch for signs of

possible problems. Here are some things to look for and to discuss with his

teacher:

ß Starting at age 3 or 4: Does your child remember nursery rhymes, and can he

play rhyming games?

ß At about age 4: Can your child get information or directions from

conversations or books that are read aloud to him?

ß Kindergartners: Is your child beginning to name and write the letters and 

numbers that he sees in books, on billboards and signs, and in other places?

ß At age 5: Can your child play and enjoy simple word games in which two or

more words start with the same sound? For example: “Name all the animals

you can think of that start with d.”

ß At ages 5 and 6: Does your child show that he understands that spoken words

can be broken down into smaller parts (for example, by noticing the word big

in bigger)? Does he seem to understand that you can change a small part of a

word and make a different word (for example, by changing the first sound and 

letter of cat, you can make hat, sat, mat, bat, rat, and so on)?

(Adapted from Starting Out Right: A Guide to Promoting Children’s Reading 

Success. National Academy Press, Washington, DC: 1999. For the complete

reference, see the Bibliography.)
35

A Reading Checklist

There are many ways that you can encourage your child to become a reader. Here are

some questions that you can ask yourself to make sure that you are keeping on track:

For Babies (6 weeks to 1 year)

q Do I provide a comfortable place for our story time? Is my child happy to be in

this place?

q Am I showing my child the pictures in the book? Am I changing the tone of my

voice as I read to show emotion and excitement?

q Am I paying attention to how my child responds? What does she especially like?

Is she tired and ready to stop?

For Toddlers (1 to 3 years)

All of the questions above, plus:

q Does my child enjoy the book we are reading?

q Do I encourage my child to “pretend read,” joining in where he has memorized a

word or phrase?

q When I ask questions, am I giving my child enough time to think and answer?

q Do I tie ideas in the book to things that are familiar to my child? Do I notice if he

does this on his own?

q Do I let my child know how much I like his ideas and encourage him to tell me

more?

q Do I point out letters, such as the first letter of his name?

For Preschoolers (3 and 4 years)

All of the questions above, plus:

q Do I find ways to help my child begin to identify sounds and letters and to make

letter-sound matches?

For Kindergartners (5 years):

All of the questions above, plus:

q Do I find ways to help my child begin to identify some printed words?
36

q Do I let my child retell favorite stories to show that she knows how the story

develops and what’s in it?

For Beginning First-Graders (6 years):

All of the questions above, plus:

q Do I give my child the chance to read a story to me using the print, picture clues,

his memory—or any combination of these ways that help him make sense of the

story?

Remember: Children learn step by step in a process that

takes time and patience. They vary a great deal in what

holds their interest and in the rate at which they make

progress.
37

Typical Language Accomplishments

for Children, Birth to Age 6

Learning to read is built on a foundation of language skills that children start to learn at

birth—a process that is both complicated and amazing. Most children develop certain 

skills as they move through the early stages of learning language. By age 7, most children 

are reading.

The following list of accomplishments is based on current scientific research in the fields

of reading, early childhood education, and child development.

* Studies continue in their

fields, and there is still much still to learn. As you look over the accomplishments, keep 

in mind that children vary a great deal in how they develop and learn. If you have

questions or concerns about your child’s progress, talk with the child’s doctor, teacher, or

a speech and language therapist. For children with any kind of disability or learning

problem, the sooner they can get the special help they need, the easier it will be for them

to learn.

From birth to age 3, most babies and toddlers become able to:

ß Make sounds that imitate the tones and rhythms that adults use when talking.

ß Respond to gestures and facial expressions.

ß Begin to associate words they hear frequently with what the words mean.

ß Make cooing, babbling sounds in the crib, which gives way to enjoying rhyming 

and nonsense word games with a parent or caregiver.

ß Play along in games such as “peek-a-boo” and “pat-a-cake.”

ß Handle objects such as board books and alphabet blocks in their play.

ß Recognize certain books by their covers.

ß Pretend to read books.

ß Understand how books should be handled.

ß Share books with an adult as a routine part of life.

ß Name some objects in a book.

ß Talk about characters in books.

ß Look at pictures in books and realize they are symbols of real things.

ß Listen to stories.

ß Ask or demand that adults read or write with them.

ß Begin to pay attention to specific print such as the first letters of their names.

ß Scribble with a purpose (trying to write or draw something).

ß Produce some letter-like forms and scribbles that resemble, in some way, writing.

 * Based on information from Preventing Reading Difficulties in Young Children, a report of the National

Research Council, by the Committee on the Prevention of Reading Difficulties in Young Children, 1998;

and from the Joint Position Statement of the International Reading Association (IRA) and the National

Association for the Education of Young Children (NAEYC), 1998. For the complete references , see the

Bibliography.
38

From ages 3–4, most preschoolers become able to:

ß Enjoy listening to and talking about storybooks.

ß Understand that print carries a message.

ß Make attempts to read and write.

ß Identify familiar signs and labels.

ß Participate in rhyming games.

ß Identify some letters and make some letter-sound matches.

ß Use known letters (or their best attempt to write the letters) to represent written 

language especially for meaningful words like their names or phrases such as “I

love you.”

At age 5, most kindergartners become able to:

ß Sound as if they are reading when they pretend to read.

ß Enjoy being read to.

ß Retell simple stories.

ß Use descriptive language to explain or to ask questions.

ß Recognize letters and letter-sound matches.

ß Show familiarity with rhyming and beginning sounds.

ß Understand that print is read left-to-right and top-to-bottom.

ß Begin to match spoken words with written ones.

ß Begin to write letters of the alphabet and some words they use and hear often.

ß Begin to write stories with some readable parts.

At age 6, most first-graders can:

ß Read and retell familiar stories.

ß Use a variety of ways to help with reading a story such as rereading, predicting

what will happen, asking questions, or using visual cues or pictures.

ß Decide on their own to use reading and writing for different purposes;

ß Read some things aloud with ease.

ß Identify new words by using letter-sound matches, parts of words and their

understanding of the rest of a story or printed item.

ß Identify an increasing number of words by sight.

ß Sound out and represent major sounds in a word when trying to spell.

ß Write about topics that mean a lot to them.

ß Try to use some punctuation marks and capitalization.
39

Resources for Families and Caregivers

Federal Offices or Federally Funded Clearinghouses That

Provide Information on Literacy and Learning

U.S. Department of Education (ED)

ACCESS ERIC

Toll Free: 1–800–LET–ERIC

http://www.eric.ed.gov/resources/parent/parent.html

Provides referrals to all ERIC clearinghouses. ERIC—the Educational Resources

Information Center—is a national education information system supported by ED.

ACCESS ERIC is the source for ERIC Parent Brochures series, including “How Can I

Encourage My Young Child To Read?” Two ERIC Clearinghouses that deal specially

with early childhood and literacy and language development are:

ERIC Clearinghouse on Elementary and Early Childhood Education and the

National Parent Information Network (NPIN) at the University of Illinois at

Urbana–Champaign (http://npin.org); and 

ERIC Clearinghouse on Reading, English, and Communication at Indiana

University at Bloomington (http://www.indiana.edu/~eric_rec).

Center for the Improvement of Early Reading Achievement (CIERA)

University of Michigan School of Education

610 East University Avenue, Room 1600 SEB

Ann Arbor, Michigan 48109–1259

Phone: 734–647–6940

http://www.ciera.org

CIERA is the national research and development center on early childhood reading. It is

funded by ED. CIERA’s mission is to improve the reading achievement of America’s

children by developing and offering solutions to persistent problems in the learning and 

teaching of beginning reading.

Even Start Family Literacy Program

U.S. Department of Education

Office of Elementary and Secondary Education

400 Independence Avenue SW

Washington, DC 20202

Toll Free: 1–800–USA–LEARN

http://www.ed.gov/offices/OESE /CEP

Even Start provides support for family-centered education projects to help parents learn 

the literacy and parenting skills they need to help their young children reach their full

potential as learners. It makes grants to local education agencies, community-based 
40

organizations, and other nonprofit organizations. To find out about programs in your

state, contact your state department of education or your local school district office.

National Institute for Literacy (NIFL)

800 Connecticut Avenue NW, Suite 200

Washington, DC 20006

Toll Free: 1–800–228–8813

http://www.nifl.gov

Jointly administered by the Secretaries of Education, Labor, and Health and Human

Services, NIFL is an independent federal institute. The NIFL Hotline is available 24 

hours a day to provide free referrals for potential students and volunteers to outstanding 

programs in their area. Also provides free copies of current publications on literacy.

National Institute on Early Childhood Development and Education

U.S. Department of Education

Office of Educational Research and Improvement

555 New Jersey Avenue NW

Washington, DC 20208

Phone: 202–219–1935

http://www.ed.gov/offices/OERI/ECI/

Sponsors research that focuses on early childhood development and education, especially

school readiness, child/adult relationships, and children’s resilience.

No Child Left Behind Parents Tool Box

U.S. Department of Education

400 Maryland Avenue SW

Washington, DC 20202

Toll Free: 1–888–814–NCLB

http://www.nochildleftbehind.gov/parents/index.html

Provides information of particular interest to parents about the No Child Left Behind 

legislation.

U.S. Department of Health and Human Services (HHS)

Early Head Start/Head Start Program

U.S. Department of Health and Human Services

Administration for Children, Youth, and Families

Washington, DC 20202–0001

Phone: 202–205–8572 (or check directory for your regional HHS office)

http://www.acf.dhhs.gov/programs/hsb/

Head Start programs nationwide provide comprehensive services for 3- to 5-year-old 

children of low-income families. Grants are made to public school systems and nonprofit

organizations to fund services covering education, health care, family involvement, and 

social services. Early Head Start programs—modeled after Head Start—provide services

to low-income pregnant women and families with infants and toddlers. To find out about
41

programs in your state, contact your state department of education or your local school

district.

National Institute of Child Health and Human Development Clearinghouse

U.S. Department of Health and Human Services

P.O. Box 3006

Rockville, MD 20847

Toll Free: 1–800–370–2943

http://www.nichd.nih.gov/publications/publications.htm

Provides information about government-sponsored research on human development over

the entire life span. Includes topics such as prenatal care, learning disabilities, AIDS,

and mental retardation.

Private Organizations That Deal with Literacy and Reading

For information about adult and family literacy programs in your community, be sure to 

check at your local library. Other resources on literacy and reading include:

American Library Association (ALA)

Association for Library Service to Children (ALSC)

50 East Huron Street

Chicago, IL 60611

Toll Free: 1–800–545–2433, ext. 2163

http://www.ala.org/alsc/

ALA/ALSC sponsors “Born To Read,” a program that builds partnerships between 

librarians and health care professionals to reach out to new and expectant “at-risk”

parents to help them raise children who are “born to read.” Publications and online

resources include materials for parents, caregivers, and children.

International Reading Association (IRA)

800 Barksdale Road

P.O. Box 8139

Newark, DE 19714–8139

Phone: 302–731–1600

http://www.reading.org/

IRA is an organization of teachers, librarians, researchers, parents, and others dedicated 

to promoting high levels of literacy for all. Its Online Bookstore offers books, videos, and 

software for parents and caregivers.

Literacy Volunteers of America (LVA)

635 James Street

Syracuse, NY 13202–2214

Phone: 315–472–0001

http://literacyvolunteers.org
42

LVA sponsors more than 350 community programs nationwide that offer free literacy

help to adults and their families.

National Center for Family Literacy

Waterfront Plaza, Suite 200

325 West Main Street

Louisville, KY 40202–4251

Toll Free (Parade Family Literacy InfoLine): 1–877–326–5481

http://www.famlit.org

Parade Family Literacy InfoLine provides referrals for family literacy programs at the

local level. Accessible 24 hours a day; operators are available 9 a.m.–4 p.m. Eastern 

Time, Monday–Friday.

Reading Is Fundamental, Inc. (RIF)

P.O. Box 23444

Washington, DC 20026

Toll Free: 1–877–RIF–READ

http://www.rif.org/

Develops and delivers children and family literacy programs that help prepare young 

children for reading and motivate school-age children to read. Trains literacy providers,

parents, and others to prepare all children to become lifelong readers.

Resources If Your Child Has a Reading Problem or Learning 

Disability

Federal or Federally Funded Clearinghouses

ERIC Clearinghouse on Disabilities and Gifted Education

1920 Association Drive

Reston, VA 22091

Toll Free: 1–800–328–0272

http://www.ericec.org/

This clearinghouse provides research-based information on a variety of topics, including 

learning disabilities, attention deficit disorder (ADD), and behavior disorders.

National Institute of Child Health and Human Development Clearinghouse

Toll Free: 1–800–370–2943

http://www.nichd.nih.gov/publications/publications.htm

See a complete description under “Federal Offices or Federally Funded Clearinghouses

That Provide Information on Literacy and Learning.”

National Information Center for Children and Youth with Disabilities

P.O. Box 1492

Washington, DC 20013–1492
43

Toll Free: 1–800–695–0285 (voice & TTY)

http://www.nichcy.org

This clearinghouse provides referrals and information on disabilities and related issues

for families, educators, and others, with a focus on children and youth (birth to age 22).

Funded by the Office of Special Education Programs, Office of Special Education and 

Rehabilitative Services, U.S. Department of Education—the federal office that

administers the Individuals with Disabilities Education Act (IDEA).

Other Awareness and Advocacy Organizations

Learning Disabilities Association of America

4156 Library Road

Pittsburgh, PA 15234

Toll Free: 1–888–300–6710

http://www.ldanatl.org

This is a nonprofit volunteer organization advocating for individuals with learning 

disabilities. The association has more than 60,000 members and 600 state and local

affiliates nationwide.

National Center for Learning Disabilities

381 Park Avenue South, Suite 1401

New York, NY 10016

Toll Free: 1–888–575–7373

http://www.ld.org

This is a national nonprofit organization that is committed to improving the lives of those

affected by learning disabilities. Provides materials designed to increase public

awareness and understanding.

Coordinated Campaign for Learning Disabilities

c/o Communications Consortium Media Center

1200 New York Avenue, NW, Suite 300

Washington, DC 20005–1754

Phone: 202–326–8700

http://www.ldonline.org/ccldinfo/

This is a collaboration of leading national learning disability organizations dedicated to 

improving awareness and understanding about the nature of learning disabilities.

Federal Source of Materials for the Blind and Physically Handicapped

National Library Service for the Blind and Physically Handicapped

Library of Congress

Washington, DC 20542

Phone: 202–707–5100

http://www.loc.gov/nls/

This is a free national library program of Braille and recorded materials for blind and 

physically handicapped children and adults.
44

Books for Parents

The following books are just a few of the many excellent books on reading with children.

Check with your librarian for titles of more books and for children’s book lists.

Beaty, Janice J. Building Bridges with Multicultural Picture Books: For Children 3–5.

Prentice–Hall, 1996. Contains a listing of selected multicultural picture books for young

children. Includes activities to do with children that are based on the books listed.

Butler, Dorothy. Babies Need Books: Sharing the Joy of Books with Children from Birth 

to Six. Heinemann, 1998. Discusses the importance of reading to young children and 

gives summaries of books by age level.

Hall, Susan L., and Moats, Louisa C. Straight Talk about Reading: How Parents Can 

Make a Difference During the Early Years. NTC Publishing Group. 1998. Provides

practical advice, games and activities, and lists of children’s books and resources that

parents can use to help their children read.

Muse, Daphne (Ed.). The New Press Guide to Multicultural Resources for Young 

Readers. The New Press, 1997. Includes reviews of hundreds of children’s books from a

wide variety of backgrounds.

Trelease, Jim. The Read-Aloud Handbook. Penguin, 2001. Discusses the importance of

reading aloud to children. Includes a “Treasury of Read-Alouds”—hundreds of

recommended books annotated by age and grade level.

Some Other Informative Web Sites for Parents and Caregivers

Children’s Software Revue:

http://www.childrenssoftware.com/

Family Education Network:

http://www.familyeducation.com

Kidsource:

http://www.kidsource.com

Parent Soup:

http://www.parentsoup.com
45

Resources for Children

Here’s a sampling of books, computer programs, and Web sites that you and your child 

can enjoy together. Check with your local librarian for more suggestions.

Babies

Brown, Margaret Wise. Goodnight Moon. Harper Collins, 1997. A little rabbit says

goodnight to all the things in his room and, finally, to the Moon.

Johnson, Angela. Mama Bird, Baby Birds. Orchard, 1994. Joshua and his sister, two 

young African–American children, watch a mother bird feeding its babies.

Wells, Rosemary. Max’s Bedtime. Dial, 1998. Even though Max’s sister offers him her

stuffed animals, he cannot sleep without his red rubber elephant.

Play Books for Toddlers and Preschoolers

Carle, Eric. The Very Busy Spider. Philomel, 1984. Farm animals try to keep a spider

from spinning her web, but she doesn’t give up and she makes a beautiful and useful

creation. Pictures may be felt as well as seen, making this a great book for visually 

impaired children.

Hill, Eric. Where’s Spot? Putnam, 1980. In an interactive lift-the-flap book, children help

Spot’s mother, Sally, search the house to find him. This book has been translated into a

number of languages, including a sign language version.

Kunhardt, Dorothy. Pat the Bunny. Golden Books, 1990. In this touch-and-feel book,

Paul and Judy smell the flowers, feel Daddy’s scratchy face, look in the mirror, play

peek-a-boo, and, of course, pat the bunny.

Lacome, Julie. Seashore. Candlewick, 1995. Small fingers can poke through the holes in

the pages of this board book about the beach, and seem to change into fins, wings, or

crawling legs.

Alphabet Books for Preschoolers–First-Graders

Kitamura, Satoshi. From Acorn to Zoo and Everything in Between in Alphabetical Order.

Sunburst, 1995. Each page shows an assortment of things that begin with the same

letter—all clearly labeled. For each page there is a question (and a clue) that can be

answered only by looking carefully at the picture.

MacDonald, Suse. Alphabatics. Bradbury Press, 1986. The letters of the alphabet are

transformed and placed in 26 illustrations so that the hole in b becomes a balloon and y

turns into the head of a yak (an ox with long hair).
46

Rankin, Laura. The Handmade Alphabet. Puffin, 1996. This book presents the handshape

for each letter of the manual alphabet (American Sign Language) accompanied by an 

object whose name begins with that letter.

Shannon, George. Tomorrow’s Alphabet. Mulberry Books, 1999. A is for seed—what's

going on here? The seed is tomorrow’s Apple! An imaginative alphabet puzzle that

encourages children to think and make predictions.

Shelby, Anne. Potluck. Orchard, 1991. A multicultural collection of friends having names

starting with A–Z bring a variety of dishes to a potluck.

Wordless Picture Books for Preschoolers–First-Graders

Carle, Eric. Do You Want to Be My Friend? HarperCollins, 1995. A little mouse asks all

kinds of animals, “Do you want to be my friend?”

dePaola, Tomie. Pancakes for Breakfast. Voyager Books, 1990. A little old lady’s

attempts to have pancakes for breakfast are hindered by a lack of ingredients and the help

of her pets.

Mayer, Mercer. A Boy, a Dog, and a Frog. Econo-Clad Books, 1999. A boy and a dog try 

unsuccessfully to catch a frog.

McCully, Emily. School. HarperTrophy, 1990. The eight oldest mice in a family prepare

for the first day of school. After everyone leaves, and the house is too quiet, the youngest

mouse decides to go discover what school is all about.

Wiesner, David. Tuesday. Clarion, 1991. One night a town is invaded by extraterrestrial

frogs flying in on their lily pads.

Rhyming Books for Toddlers–Kindergartners

Christelow, Eileen. Five Little Monkeys Jumping on the Bed. Clarion, 1989. This

counting rhyme shows five little monkeys getting ready for bed and getting sidetracked 

by some serious bed-jumping.

Cole, Joanna, and Calmenson, Stephanie. Eentsy, Weensty Spider: Fingerplays and 

Action Rhymes. Morrow, 1991. This book, illustrated using children of diverse cultural

backgrounds, includes fingerplays and action rhymes that have been chanted, sung, and 

loved by generations.

Dyer, Jane. Animal Crackers: A Delectable Collection of Pictures, Poems and Lullabies

for the Very Young. Little, Brown, 1996. This picture book contains a collection of

Mother Goose classics, modern poems, lullabies, and simple stories, many of which

celebrate special times in a child’s first years.
47

Martin, Bill, Jr., and Archambault, John. Chicka Chicka Boom Boom. Simon & Schuster,

1989. The rhythmical story of letters of the alphabet climbing and falling from a coconut

tree.

“Predictable” Books for Toddlers–First-Graders

Aardema, Verna. Bringing the Rain to Kapiti Plain. Dutton, 1993. Told in verse, this is

the story of how Ki-pat, a herder, makes it rain on the dry Kapiti Plain.

Hutchins, Pat. Rosie’s Walk. Macmillan, 1968. Rosie the hen goes for a walk and

manages to avoid many attempts on her life by a predatory fox. Also available in 

Spanish.

Lowell, Susan. The Three Little Javelinas. Northland Pub., 1993. This southwestern tale,

based on “The Three Little Pigs” and illustrated with Native American and Latino

characters, is about three little javelinas as they try to outsmart the coyote who had hoped 

to eat them with red chili sauce.

Martin, Bill, Jr. Brown Bear, Brown Bear What Do You See? Holt, 1996. What children 

see is a surprising cast of animals!

McNaughton, Colin. Suddenly! Harcourt Brace, 1995. Time after time, Preston the Pig

outwits a hungry wolf that is trying to catch and eat him.

Multiple-Language Books for Preschoolers–First-Graders

Brown, Ruth. Alphabet Times Four: An International ABC. Dutton, 1991. Beginning with 

the letter A and ending with Z, this book offers a word that happens to begin with the

same letter in four languages, English, Spanish, French, and German, accompanied by 

creatively bordered pictures.

Garza, Carmen Lomas. Family Pictures. Children’s Book Press, 1990. In this bilingual

text (Spanish and English), a young girl remembers her day-to-day family life while

growing up in Texas in a Mexican–American culture.

Hirschi, Ron. Seya’s Song. Sasquatch Books, 1992. A young S’Klallam girl follows the

seasons of the salmon, interweaving aspects of the life and culture of her Pacific Coast

tribe and using words from her native language.

Lee, Huy Voun. In the Park. Henry Holt & Co, Inc., 1998. Xiao Ming and his mother go

to the park, where they see a variety of people of different cultures, ages, and disabilities.

At the park, his mother teaches him how to draw and pronounce some Chinese

characters.
48

Rattigan, Jama Kim. Dumpling Soup. Little, Brown, 1993. Marisa, a 7-year-old girl who 

lives in Hawaii, explains the traditions her family celebrates at the New Year. Hawaiian,

Japanese, and Korean words and phrases add to the English text.

Stock, Catherine. Where Are You Going Manyoni? Morrow, 1993. Manyoni lives in 

Zimbabwe and on her way to school she passes many beautiful areas, wild animals, and 

birds. The book includes a picture glossary of wildlife and a key to pronouncing African 

words.

Beginning Readers

Eastman, P. D. Go, Dog. Go! Random House, 1989. Big dogs, little dogs—black, white,

yellow, and blue dogs—they are all very busy going places and doing things.

Krauss, Ruth. The Carrot Seed. Harper Collins, 1973. A little boy knows a carrot will

grow from the seed that he planted no matter what anyone else may say or think.

Early Read-Aloud Chapter Books for Preschoolers–First-Graders

Cameron, Ann. The Stories Julian Tells. Knopf, 1981. Julian tells great stories, He can 

make people, especially his younger brother Huey, believe almost anything, which 

sometimes leads to lots of trouble.

Milne, A. A. The House at Pooh Corner. Dutton, 1991. The book is about the timeless

adventures of Pooh, Piglet, Christopher Robin, Owl, Tigger, and Eeyore in the HundredAcre Woods.

Children’s Magazines

Babybug

P.O. Box 9304 

LaSalle, IL 61301–9897

(http://www.babybugmag.com)

Board-book magazine with illustrated rhymes and stories for parents to read with 

children. (Ages 6 months–2 years)

Click!

P.O. Box 9304 

LaSalle, IL 61301–9897

(http://www.clickmag.com)

Contains science and social studies stories, both informational and fiction. (Ages 5–6)

Sesame Street Magazine

Children’s Television Workshop

One Lincoln Plaza

New York, NY 10023
49

(http://www.ctw.org/sesame/

or http://www2.cdsfulfillment.com/SST/subscriptions.cgi)

Sesame Street characters are featured in stories, poems, puzzles, posters and more. (Ages

2–6 years)

Your Big Back Yard

National Wildlife Federation

8925 Leesburg Pike

Vienna, VA 22184

(http://www.nwf.org/ybby/)

Includes stories, poems, riddles, and games, with color pictures of animals. Simple text

designed to encourage early reading. (Ages 3–6 years)

Computer Programs

Living Books: Interactive Animated Stories

(Ages 3–7)

These programs provide a place for children to hear a story, read along with the narrator,

or read by themselves. They also can interact with characters and objects and play games

that teach the alphabet, simple words, rhyming, and other reading skills. Each program

also comes with the matching book. Some examples of titles:

ß Just Grandma and Me

ß The Cat and the Hat

ß Arthur’s Birthday

ß Dr. Seuss’s ABC

Many include versions in Spanish, French, and German along with the English text.

For more information, contact:

Broderbund Software, Inc.

Toll Free: 1–800–567–2610

http://www.broderbund.com/

Bailey’s Book House

(Ages 2–5)

This software features Bailey and his friends as they encourage young children to build 

literacy skills and develop a love for reading. It includes activities to help youngsters

explore letters, words, sentences, rhyming, and stories. No reading skills are required; all

directions are spoken.

Let’s Go Read! An Island Adventure

(Ages 4–7)

Children join Robby Raccoon and his friends in their adventures on an island inhabited 

by the alphabet. Included are activities to help children learn reading basics such as letter

sounds and how to sound out and build simple words. Children can command the

computer with their voices and record and listen to themselves reading.
50

For more information, including Spanish titles and a catalog for children with special

needs, contact:

Riverdeep

Toll Free: 1–800–362–2890

http://www.riverdeep.net/edmark/

Young Children and the Internet: Places to Learn and Play

Arthur: http://www.pbs.org/wgbh/pages/arthur/

Barney: http://www.barneyonline.com

Disney: http://disney.go.com/park/bases/familybase/today/

Dr. Seuss’s Seussville: http://www.randomhouse.com/seussville/university/

PBS Homepage: http://www.pbs.org/kids/

Children’s Television Workshop: http://www.ctw.org

Smithsonian Institution–National Zoo: http://www.si.edu/natzoo/
51

Bibliography

Adams, Marilyn J., Foorman, Barbara R., Lundberg, Ingvar, & Beeler, Terri. (1997).

Phonemic Awareness in Young Children: A Classroom Curriculum. Baltimore, MD: Paul

H. Brookes Publishing Co.

Armbruster, Bonnie B., Lehr, Fran, and Osborn, Jean. (2001). Put Reading First: The

Research Building Blocks for Teaching Children to Read. Kindergarten Through Grade

3. Washington, DC: National Institute for Literacy (available online at www.nifl.gov)

Burns, M. Susan, Griffin, Peg, and Snow, Catherine E. (Eds.) (1999). Starting Out Right:

A Guide to Promoting Children’s Reading Success. Washington, DC: National Academy 

Press.

Clay, Marie M. (1979). The Early Detection of Reading Difficulties (3rd Ed.). Auckland,

New Zealand: Heinemann.

Dickinson, David K., and Tabors, Patton O. (2001). Beginning Literacy with Language:

Young Children Learning at Home and School. Baltimore, MD: Paul H. Brookes

Publishing Co.

Hart, Betty, and Risley, Todd R. (1995). Meaningful Differences in the Everyday

Experience of Young American Children. Baltimore, MD: Paul H. Brookes Publishing 

Co.

Hannon, Peter. (1995). Literacy, Home, and School: Research and Practice in Teaching 

Literacy with Parents. London, England: Falmer Press.

Hiebert, Elfrieda H., and Raphael, Taffy E. (1998). Early Literacy Instruction. Fort

Worth, TX: Harcourt Brace College Publishers.

International Reading Association (IRA) and National Association for the Education of

Young Children (NAEYC). (1998). Learning to Read and Write: Developmentally

Appropriate Practices for Young Children—A Joint Position Statement of the IRA and 

NAEYC. Washington, DC.

National Association for the Education of Young Children (NAEYC). (1996).

Technology and Young Children Ages 3 Through 8—An NAEYC Position Statement.

Washington, DC.

National Reading Panel. (2000). Teaching Children to Read: An Evidence-Based 

Assessment of the Scientific Research Literature on Reading and Its Implications for

Reading Instruction. Washington, DC: National Institute of Child Health and Human 

Development.
52

Neuman, Susan B., Copple, Carol, and Bredekamp, Sue. (2000). Learning to Read and

Write: Developmentally Appropriate Practices for Young Children. Washington, DC:

National Association for the Education of Young Children.

Snow, Catherine E., Burns, M. Susan, and Griffin, Peg (Eds.). (1998). Preventing 

Reading Difficulties in Young Children. Washington, DC: National Academy Press.
53

Acknowledgments

This publication was originally written by Andrea DeBruin-Parecki, Kathryn Perkinson

and Lance Ferderer, with updates for the current edition completed by Fran Lehr and Jean 

Osborn. Illustrations were done by Adjoa Burrowes and Joe Matos.

This booklet has been made possible with the help of many people and organizations who 

reviewed drafts, provided materials and suggestions, and generously contributed from

their own experience. In addition, a special thanks to Todd May and Menahem Herman 

in the Office of Communications and Outreach and ZGS Communications for their help 

in managing the development, production and distribution of this booklet.
54

Simple Strategies for Creating Strong Readers

Without doubt, reading with children spells success for early literacy. Putting a few

simple strategies into action will make a significant difference in helping children 

develop into good readers and writers.

Through reading aloud, providing print materials, and promoting positive attitudes about

reading and writing, you can have a powerful impact on your child’s literacy and 

learning.

ß Invite your child to read with you every day.

ß When reading a book where the print is large, point word by word as you read.

This will help your child learn that reading goes from left to right and understand 

that the word said is the word seen.

ß Read your child’s favorite book over and over.

ß Read many stories with rhyming words and repeated lines. Invite your child to

join in on these parts. Point, word by word, as your child reads along with you.

ß Discuss new words. For example, “This big house is called a palace. Who do you 

think lives in a palace?”

ß Stop and ask about the pictures and about what is happening in the story.

ß Read from a variety of children's books, including fairy tales, song books, poems,

and information books.

Reading well is at the heart of all learning. Children who can’t read well,

can’t learn. Help make a difference for your child.

From Reading Tips for Parents, U.S. Department of Education. Available online at

http://www.ed.gov/parents/read/resources/readingtips/index.html or call 1–800–USA–

LEARN.
55

<inside back cover>

No Child Left Behind

On January 8, 2002, President George W. Bush signed into law the No Child Left Behind 

Act of 2001 (NCLB). This new law represents his education reform plan and contains the

most sweeping changes to the Elementary and Secondary Education Act since it was

enacted in 1965. It changes the federal role in education by asking America’s schools to 

describe their success in terms of what each student accomplishes. The act contains the

president’s four basic education reform principles:

Stronger accountability for results.

Local control and flexibility.

Expanded options for parents.

An emphasis on effective and proven teaching methods.

In sum, this law—in partnership with parents, communities, school leadership and 

classroom teachers—seeks to ensure that every child in America receives a great

education and that no child is left behind.

For more information on No Child Left Behind, visit the website at http://www.nclb.gov

or call 1-800-USA-LEARN.