Reading Aloud with Infants and Toddlers in a Childcare Setting : An Observational Study Alice Sterling Honig and Meera Shin

Introduction Reasons for the study Learn how to improve reading aloud to infants To measure what is the most effective way to read to an infant

Methods An observer recorded the reading activities of 24 teachers of infants 4 to 27 months old in three centers daily for 1 hour for 1 week and also in a fourth, University-based center, daily for 2 hours (one morning and one afternoon period) over a 2-week period. Infants who were absent or sleeping were not included in this study. The observer then “coded” the teacher in 15 second segments

Continued. Some of the “coded” behaviors that were How early do teachers start to read to infants in child care? Do teachers tend to read one-on-one or to small groups? How long does a reading episode typically last? Do teachers vary their reading styles with older compared to younger infants? Do teachers read to boys and to girls in different ways? Are caregivers’ nonverbal and verbal behaviors related while they are reading with infants?

Results Adults find it it easier to read longer with female infants than with males. Increased male activity level in toddlerhood poses a challenge for care providers. Toddlers always on the go can be kept absorbed and enchanted by simple stories and easy text.

Conclusion Teachers need to learn a universal way of “how to” read to infants and toddlers. Everything from teaching the parent/caregiver how to hold the book to helping them keep there child's attention longer.