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By Susie Metrick
School Psychologist

When I first thought of writing an article about reading aloud during our winter break, I had hoped that I would be inspired by snowy views from my window and piping hot chocolate, my favorite precursors to a good story. Perhaps imagining it is better ...

You may wonder why the School Psychologist is writing about the importance of reading aloud to our children, which might more obviously fall in the domain of our teaching staff. There is certainly no dearth of educational evidence to support this act in terms of sparking the love of literature, and the development of important reading skills. Reading aloud helps children acquire background knowledge, vocabulary, and phonemic awareness, critical skills that enable more sophisticated reading and writing to ensue. Even more importantly, children who are read to are more interested in reading and learning for pleasure, are more likely to see themselves as readers, and value reading as a way to gain information about their world. Interesting new research has highlighted the advantages of continuing read-aloud experiences well into adolescence and the special importance of fathers reading aloud to their children, particularly their sons.* Maxine Young, a renowned (and local) audiologist, came and spoke to us last spring about increasing the amount of time we speak to our children as a way to enhance their language skills, and reading together is an easy and wonderful way to begin lively discourse.

However, I think reading aloud with our children has profound social and emotional benefits as well. You are by now familiar with our usual pleas to slow down the pace of our children's lives and provide them with more unscheduled time. There are so few opportunities to unwind, and some children struggle to relax even when they do have the chance. Snuggling up with a good book facilitates such "down time," and is a wonderful way to sneak in some affection. Parents may also gain insight into the way their child is thinking by asking open-ended questions and generating "food for thought" ideas. I have used read-alouds in social skills lessons to talk about sensitive issues that children may not be willing to talk about directly, thus allowing them to problem-solve with less inhibition.

Reading aloud may be a frequent occurrence in your house, if only because you have fond memories of your own childhood stories. Trust your instincts; research has proven that no amount of tutoring or exposure to educational toys and events can make up for this simple act, especially when one looks at the long-range implications. If you do not have some well-worn favorites by your bedside (repetition is a good thing!), consider consulting a librarian, talk to teachers and other parents, or ask your children's friends about their special books. I have enjoyed Jim Trelease's treasury, which is cited below. May you enjoy some hearty adventures and heartwarming tales by the fireside! Be sure to share your favorites with us ...

* Some of this research is summarized in Jim Trelease's 2006-2007 edition of The Read-Aloud Handbook. Another related resource is Lucy Calkin's Raising Lifelong Learners.