Parent Talk and its Impact on Early Readers

Verbal Input Leads to Reading Success in the Early Years

Apr 3, 2009

Recognising the link between oral language and reading, this article looks specifically at the role of parents in terms of their verbal input.

Oral language is recognized as the foundation for the development of other language skills such as reading. The attention that is paid by parents and caregivers to early language development is also said to be critical for later literacy skills.

Written language is the second form of communication, with spoken language as the first form. It is logical therefore to develop first the child’s oral language skills in order to support his or her later transition to the written form. A child who is skilled in the mechanics of reading can work out the speech sounds (phonemes) in the sequence of printed or written letters. But the translation of the written text to speech form is not enough.

The child must be able to understand what the text says, and this involves a rich vocabulary and knowledge of how words are ordered to communicate meaning (grammar). Effective reading involves both decoding and comprehension skills. Language is after all “an organized system of symbols which humans use to communicate” (Davenport, 1997, p. 232).

Model Speech

Oral language acquisition is natural, but dependent on the quantity and quality of oral language input. When spoken to, or in the presence of other speakers, children gradually begin to absorb and appreciate the different aspects of language – its form, meaning and usage. Children need to hear the language first in order to develop the ability to use it.

When addressing children, adult talk must be in line with the children's language ability. Start when the child is young, from the point of birth. The child listens even though speech is not yet possible. Find time to spend with your child, and ensure that it is well spent talking about what you do and see. Nappy changing, bath, meal, play and bed times, for example, are excellent opportunities for early adult-child interactions, which in turn are critical for subsequent language maturity.

During these routine activities, describe your actions with short but grammatical sentences, using simple words. For example, a mother giving baby Lee a massage may talk as follows:

It’s time for your massage, Lee. Let’s start with Lee’s shoulders. Here are Lee’s shoulders. Here’s the oil on Lee’s shoulders. That feels good, yes? Here is Lee’s chest. Now the oil goes on Lee’s chest. Here are Lee’s arms. Here’s the oil on Lee’s arms. Time for the tummy now. That feels good, yes? Now for the legs. Here’s the oil on Lee’s legs.

The repetitive sentence patterns allow the child to pick up the form of the language, specifically the string of sounds that come together to make words, and how the words are strung together. The content of these early interactions focuses on the here-and-now, and meaning is appreciated.

As the child grows and his or her experiences widen, adult talk too moves on to include more linguistic structures and a wider range of words. Adult talk for the 5 year old will be more sophisticated, with complex sentences and passive structures, for example. Content covers past experiences and future plans. Jokes are now readily enjoyed.

Reading and Television

Parents are encouraged to read to children, and to read often. Well chosen texts can enthrall the young listener with the beauty of their mother tongue. Book sharing experiences expose children to the rich world of words and a variety of grammatical structures and forms of expressions.

While some may argue that the television is an equally strong source of oral language input, the language experience for the young child is generally passive, unless an adult sits with the child throughout the experience, engaging the child in a discussion on what is viewed.

Additional Language Development Activities

Chants, rhymes, poems and songs will work well with children who delight in rhythm and enjoy the auditory pleasure of the spoken language. Ensure as well that language experiences incorporate movement for children who enjoy physical activity. Consider games such as “Peek-a-Boo” and fun action rhymes such as “Round and Round the Garden” and “Pat-a-Cake”. Finger plays such “Incy Wincy Spider” as are also recommended.

In short, parents and caregivers need to talk to their children. They need to talk early and to talk often. They need to appreciate their role in fostering oral language proficiency, which in turn develops literacy success in the early years.

Davenport, G. C. An Introduction to Child Development. London: Collins Educational. 1997.

The copyright of the article Parent Talk and its Impact on Early Readers in Early Childhood is owned by Carolyn Marie Choo. Permission to republish Parent Talk and its Impact on Early Readers in print or online must be granted by the author in writing.