Aspen & Oak

When we were first thinking of homeschooling, our oldest, was only three years old. I didn’t know where to start, but I did know that reading would be the first thing taught.  With reading being a fundamental skill, required for all other learning, I knew this would be the most important subject.  What I didn’t know, was that I would be teaching him that skill, while he was still three years old.

As I did more research, I discovered that reading at an early age has benefits that extend beyond mere literacy.  Children who learn to read early, improve their cognitive development, have more academic success, and social-emotional growth.

Enhanced Cognitive and Linguistic Development

Vocabulary and Language Skills

I cannot talk about teaching children to read early, without discussing how important it is for YOU to read to your children, as early as you can and as often as you can.  This exposure to reading significantly enhances a child’s vocabulary and overall language skills. Research shows that children who begin reading at a young age develop superior phonemic awareness, a critical foundation for learning to read effectively.

Cognitive Development

Engaging with books at a young age stimulates cognitive growth. Early readers exhibit better memory, attention, and problem-solving skills. A longitudinal study highlighted in

Developmental Psychology revealed that early reading is associated with improved cognitive flexibility and adaptability .

Academic Performance and Long-Term Educational Benefits

Early Academic Advantage

Children who learn to read early often demonstrate higher academic achievement in school. A comprehensive study showed that early readers consistently outperformed their peers in reading comprehension and general academic knowledge throughout their schooling years.

Sustained Educational Success

The benefits of early reading are not fleeting. Long-term studies suggest that the academic edge gained through early reading persists into later years, contributing to sustained academic success in various subjects beyond primary education.

Social and Emotional Development

Confidence and Motivation

Early reading fosters a sense of accomplishment and confidence in young children. This early success often translates into a positive attitude toward learning and school in general. Studies have shown that children who read early are more motivated learners and engage more actively in classroom activities.

Enhanced Social Skills

Reading also plays a crucial role in social development. Early readers tend to have better communication skills, enabling more effective interaction with peers and adults. This improved ability to express themselves and understand others can lead to better social engagement and friendships.

Potential Downsides and Considerations

While the benefits are numerous, it is essential to approach early reading with care. Some studies suggest that overly rigorous or forced early reading can lead to pressure and stress, potentially causing a dislike for reading. Therefore, it is crucial to ensure that reading experiences are kept enjoyable and aligned with the child’s interests and developmental stage. 

To keep your child engaged, try to keep lessons short. Remember that children have shorter attention spans than adults. A general rule of thumb is that a child’s attention span is about double their age in minutes. For instance, a 3-year-old can focus for around 6 minutes (3 years x 2). However, this can vary from child to child. The best advice is to observe your child. If you notice any signs that your child is getting tired or losing interest, end the lesson and continue it at a later time.

Conclusion

The advantages of teaching children to read at an early age are multifaceted, encompassing cognitive, academic, and social-emotional benefits. However, a balanced approach that fosters a love for reading without undue pressure is key. By creating a supportive and enjoyable reading environment, parents and educators can help children reap the extensive benefits of early literacy.

References

1. Suggate, S. P. (2010). Why What We Teach Depends on When: Grade and Reading Interventions’ Effects on Reading. Child Development, 81(5), 1670-1683.
2. Cunningham, A. E., & Stanovich, K. E. (1997). Early Reading Acquisition and Its Relation to Reading Experience and Ability 10 Years Later. Developmental Psychology, 33(6), 934-945.
3. Bus, A. G., & van IJzendoorn, M. H. (1995). Mothers Reading to Their Three-Year-Olds: The Role of Mother-Child Attachment Security in Becoming Literate. Reading Research Quarterly, 30(4), 998-1015.
4. Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing Reading Difficulties in Young Children. National Academy Press.
5. Whitehurst, G. J., & Lonigan, C. J. (1998). Child Development and Emergent Literacy. Child Development, 69(3), 848-872.
6. Elkind, D. (2001). The Hurried Child: Growing Up Too Fast Too Soon. Perseus Publishing.