Research

Early readers read print better in familiar context than outside of such context. (Goodman, 1965; Kucer, 1985; Nicholson, 1991; Rhodes, 1979; Stanovich, 1991.)

Research indicates that good readers rely primarily on print rather than on pictures or context to help them identify familiar words, and also to figure out words they have not seen before.

Storybook reading or reading aloud to children emerges as a key component in facilitating early literacy acquisition (Hiebert, 1988; Mason & Allen, 1986; Morrow et al., 1990; Teale & Sulzby, 1987). Children who are read to acquire concept about the functions of written language in books; children learn that print differs from speech; print, not pictures, contains the story that is being read.

A growing body of research shows that phonemic awareness is not only the most powerful predictor of success in beginning reading, but also, for most children, a necessary prerequisite for learning to read (Bradley & Bryant, 1983, 1985; Juel & Leavell, 1988; Stanovich, 1993-1994; Tunmer & Herriman & Nesdale, 1988).

There is also a substantial body of research that suggests that emerging readers can be taught phonemic awareness skills and that learning such skills leads to significantly greater success in learning to read (Ball & Blachman, 1991; Bradley & Bryant, 1983; Lundberg, Frost, & Peterson, 1988).

Extensive exposure to print and reading helps children internalize not only the spellings of particular words, but spelling patterns (Moustafa, 1996). Just as children learn the patterns of the spoken language from hearing it, children must learn patterns of the written language from reading and rereading favorite texts.