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Ready for Read-Alouds: 10 Practices for Book-Sharing with Infants and Toddlers

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Title: Ready for Read-Alouds: 10 Practices for Book-Sharing with Infants and Toddlers
Language: English
Authors: Vallotton, Claire D. (ORCID 0000-0001-7815-2993), Gardner-Neblett, Nicole (ORCID 0000-0003-2030-1305), Kim, Loria (ORCID 0000-0003-1110-9514), Harewood, Tamesha (ORCID 0000-0001-9091-2676), Duke, Nell K. (ORCID 0000-0001-5392-4627)
Source: Reading Teacher. Jan-Feb 2023 76(4):459-469.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2023
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Reading Aloud to Others, Infants, Toddlers, Evidence Based Practice, Reading Attitudes, Emergent Literacy
DOI: 10.1002/trtr.2176
ISSN: 0034-0561
1936-2714
Abstract: Experiences with books before age three predict children's motivation to read (Bus et al., 1995), and can support the development of vocabulary, communication, and symbolic skills (Scarborough, 2001). Sharing books with infants and toddlers is different than reading aloud to older children. For example, it is important to attend more closely to infants' eye gaze and to support toddlers to respond with gestures. This article presents 10 research-based practices for book-sharing with infants and toddlers to foster love of reading and emergent literacy skills. For each practice, we provide examples with preverbal infants and newly verbal toddlers. We encourage teachers of reading to use these practices in their interactions with infants and toddlers and to use their role as literacy leaders to share the practices with childcare providers, families, and others who work with this age group.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1363122
Database: ERIC
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  Value: <anid>AN0161471834;ret01jan.23;2023Jan27.03:51;v2.2.500</anid> <title id="AN0161471834-1">Ready for Read‐Alouds: 10 Practices for Book‐Sharing with Infants and Toddlers </title> <p>Experiences with books before age three predict children's motivation to read (Bus et al., 1995), and can support the development of vocabulary, communication, and symbolic skills (Scarborough, 2001). Sharing books with infants and toddlers is different than reading aloud to older children. For example, it is important to attend more closely to infants' eye gaze and to support toddlers to respond with gestures. This article presents 10 research‐based practices for book‐sharing with infants and toddlers to foster love of reading and emergent literacy skills. For each practice, we provide examples with preverbal infants and newly verbal toddlers. We encourage teachers of reading to use these practices in their interactions with infants and toddlers and to use their role as literacy leaders to share the practices with childcare providers, families, and others who work with this age group.</p> <p>Keywords: Shared book‐reading; Read aloud; Infant; Toddler; Emergent literacy</p> <p>Read‐alouds provide unique opportunities to support development for infants and toddlers. Learn 10 practices for enriching read‐alouds with infants and toddlers, and set goals for sharing these practices with fellow educators, families, and communities.</p> <hd id="AN0161471834-2">PAUSE AND PONDER</hd> <p></p> <ulist> <item> What book‐sharing superpowers can you identify in yourself or others? What do you love most about book‐sharing with infants and toddlers, and what do you feel competent in doing? What book‐sharing superpowers have you observed in others?</item> <p></p> <item> How can you help infants and toddlers stay engaged during book‐sharing?</item> <p></p> <item> What strategies are effective to help infants and toddlers understand the meaning of words and pictures in books?</item> <p></p> <item> How can book‐sharing be used to support infants' or toddlers' development across domains? How could you use books to support motor skills, vocabulary, expressive language, positive identity, understanding thoughts and feelings, problem solving, or memory?</item> <p></p> <item> How can you share what you learn in this article in your role as a literacy educator?</item> </ulist> <p>What can infants and toddlers learn about books and from experiences with books? Even before they can sit up, and long before they can sit still, infants and toddlers are ready for read‐alouds. In addition to the rapid communication and language skills children develop in the first 3 years of life, book‐sharing contributes to emergent literacy, the foundations of later reading and writing. These skills develop from birth through 3 years and include (<reflink idref="bib1" id="ref1">1</reflink>) attending to and repeating rhymes or phrases from familiar stories or songs; (<reflink idref="bib2" id="ref2">2</reflink>) handling books and relating them to their contents; (<reflink idref="bib3" id="ref3">3</reflink>) recognizing images including pictures, symbols, signs, or words; (<reflink idref="bib4" id="ref4">4</reflink>) comprehending meaning in images or stories; and (<reflink idref="bib5" id="ref5">5</reflink>) making marks as representations of simple ideas (Administration for Children and Families [ACF], [<reflink idref="bib2" id="ref6">2</reflink>]). Experiences with books before age three predict motivation to read (Bus et al., [<reflink idref="bib8" id="ref7">8</reflink>]), and can support development of book‐handling, phonemic awareness, vocabulary and language comprehension, and the symbolic skills that constitute emergent literacy (Scarborough, [<reflink idref="bib35" id="ref8">35</reflink>]). We use the term book‐<emph>sharing</emph>, in addition to <emph>reading aloud</emph>, because many children's books use images to convey information and tell stories, even more than written text.</p> <hd id="AN0161471834-3">Developmentally Valuable Experiences</hd> <p>Book‐sharing with infants and toddlers holds many potential benefits for literacy development including supporting early understandings of concepts of print, developing language comprehension, and establishing a love of books and reading that will motivate learning to read in years to come. Sharing books also provides opportunities for infants and toddlers to practice skills in other domains. They can develop fine motor skills and coordinate hand–eye movement as they handle books, and use large muscles by imitating movements from books (Ostrosky et al., [<reflink idref="bib27" id="ref9">27</reflink>]). Social and cognitive skills are built when infants and toddlers share attention and interest in books with a caregiver (Betawi, [<reflink idref="bib4" id="ref10">4</reflink>]), and sustain attention on books and book‐sharing (Sato & Uchiyama, [<reflink idref="bib33" id="ref11">33</reflink>]). Emotion knowledge and empathy are developed when adults talk about characters' desires, thoughts, and feelings (e.g., Farkas et al., [<reflink idref="bib14" id="ref12">14</reflink>]). When adults use extra‐textual talk and encourage children to communicate about the book, book‐sharing supports receptive and expressive language, building vocabulary (e.g., Dunst et al., [<reflink idref="bib12" id="ref13">12</reflink>]). Infants and toddlers build symbolic capacity that supports comprehension as they make connections between pictures, words, and the world around them (Honig & Shin, [<reflink idref="bib18" id="ref14">18</reflink>]). Moreover, infants and toddlers learn how their actions with books can reveal new things, and become aware of the sequence of events in the pages (Rosenquest, [<reflink idref="bib29" id="ref15">29</reflink>]), which are part of STEM thinking. Different books offer different opportunities to support learning across developmental domains—for example, adults use more internal state language (desires, thoughts, feelings) and complex talk when sharing storybooks compared to informational texts like concept books (Nyout & O'Neill, [<reflink idref="bib25" id="ref16">25</reflink>]). Whatever the content of the book, teachers' high‐quality book‐sharing practices can make the most of the opportunities. As you read these research‐based practices, consider how they might support children's skills in different domains (Figure 1).</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/RET/01jan23/trtr2176-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="trtr2176-fig-0001.jpg" title="1 A Toddler Wears a Shirt that Reminds Us that Shared Reading Is a Developmentally Valuable Experience for Infants and Toddlers" /> </p> <p></p> <hd id="AN0161471834-5">ResearchBased Practices for Read‐Alouds with Infants and Toddlers</hd> <p>This list of 10 research‐based practices was originally developed for a free online infant and toddler curriculum (The Great First Eight Curriculum Team, [<reflink idref="bib39" id="ref17">39</reflink>]), but the practices can be used with other books and curriculum materials, and in children's daily routines within and outside the classroom, including in libraries, homes, and community centers.</p> <p>Children's books offer different contents and experiences, and not all practices can or should be used with every book. For a thoughtful process of selecting developmentally valuable books for your classroom library, see the article by Gardner‐Neblett et al. ([<reflink idref="bib17" id="ref18">17</reflink>]) in this issue. As we describe the 10 practices for read‐alouds with infants and toddlers, consider which practices you are already comfortable implementing. Which ones are your superpowers, your favorite strategies you use to make book‐sharing a high‐quality experience for children? Which ones do you see others (childcare providers, parents) using regularly? Which ones are less familiar and might require practice? At the end of the article, we ask you to identify your current book‐sharing superpowers, which ones you want to develop next, and how you will share these practices with others.</p> <hd id="AN0161471834-6">Follow the Child's Lead</hd> <p>Eleven month old Jewel crawls to the Library corner of the classroom, pulls herself to stand on the bookshelf, then frees a hand to grip a book propped open on the shelf. She plops to the floor, then scoots over to her teacher seated nearby. "Oh, that one is your favorite lately!" her teacher exclaims as Jewel settles into her lap.</p> <p>Children send signals about their interests in books (Towell et al., [<reflink idref="bib41" id="ref19">41</reflink>]). With infants and toddlers, we must pay particular attention to nonverbal signals (eye gaze, facial expressions, gestures, body posture, vocalizations), because they cannot use words to tell us when they want more and when they are done, or what it is about a book that interests them most. We can encourage children to make choices while book‐sharing, like asking an infant to touch the book they want, or a toddler to choose a favorite book and a cozy place to share it. Then we can look to a child's eyes, face, and body for cues for what to focus on, and let them crawl away when they're done. Continue to follow children's lead when they ask you to read a favorite book again and again (and again and again). When children see and hear books multiple times, they learn the sequence of events and love to predict what comes next. Children's access to books, and ability to initiate and make choices within the book‐sharing experience predicts their language development and literacy achievement (e.g., Tamis‐LeMonda et al., [<reflink idref="bib37" id="ref20">37</reflink>]). Regardless of the book, learning goal, or situation, every book‐sharing experience should use the practice of following children's lead (Table 1 contains concrete strategies) (Figures 2 and 3).</p> <p>1 Table Strategies to Follow the Child's Lead</p> <p> <ephtml> <table><thead><tr><th align="left" /><th>Infant</th><th>Toddler</th></tr></thead><tbody><tr><td>Place books within children's sight and reach</td><td>Place a variety of books, covers up, in a low basket; place more books around the room on low shelves</td><td>Place a variety of books on low shelves, covers out. Place more around the room where children can see relations between book content and real‐world objects/experiences</td></tr><tr><td>Read whenever children prompt. Read the same book again and again when children ask!</td><td>Infants look at or reach for books, or crawl to a favorite book‐sharing spot. Join them and share a book!</td><td>Toddlers will bring you a book, or take a book to a favorite cozy place. They might gesture more or say again</td></tr><tr><td>Offer choices</td><td>Hold out two books at equal distance and ask, Which one do you want? Infants choose by looking, pointing, tapping, or grabbing</td><td>Ask toddlers, Can you find a book to read together? ORPlace several books together, covers up, and say, Hand me the one you want first</td></tr><tr><td>Watch, listen, and comment on children's actions with books</td><td>You've got your nose in that book. I wonder what it smells like</td><td>You've turned the book over. Now what do you see?</td></tr><tr><td>Respond to children's interests in book contents</td><td>Infants may show excitement or touch a favorite page or picture. Stay on the page, comment on their interests. You really love the piggy part, don't you?</td><td>Toddlers may turn to a favorite page right away, or point or vocalize about a picture. Stay on the page, ask questions, describe and expand on contents: You're pointing to the dog. What is that fluffy brown dog doing? She's barking at the car</td></tr></tbody></table> </ephtml> </p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/RET/01jan23/trtr2176-fig-0002.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="trtr2176-fig-0002.jpg" title="2 Place Books Within Children's Sight and Reach. In the Great First Eight Infant Toddler Library, Books Are Displayed on Low Shelves with Covers Out So Children Can Recognize Favorites" /> </p> <p></p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/RET/01jan23/trtr2176-fig-0003.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="trtr2176-fig-0003.jpg" title="3 Read Whenever Children Prompt! A Toddler Initiates Book‐Sharing with His Teacher by Choosing a Favorite Book and Going to a Familiar Cozy Spot" /> </p> <p></p> <hd id="AN0161471834-9">Support Book‐Handling</hd> <p>Long before children learn directionality or the alphabetic principle, they develop more fundamental concepts of print, largely by physically interacting with books, exploring them with hands, eyes, fingers, and mouths. With frequent book‐sharing experiences, infants and toddlers learn that books are for looking at and reading, that there is a "right side up," that books have different parts/pages, and that images (e.g., the cover) can signal what's inside. By 36 months of age, the Head Start Early Learning Outcomes Framework (ELOF) calls for children to be able to hold books, turn pages, and pretend to read (ACF, [<reflink idref="bib2" id="ref21">2</reflink>]). Rapidly growing motor skills shape how children interact with books. Once infants can sit up and coordinate actions of both hands, they can hold and manipulate books. When infants can crawl, they can move toward bookshelves or a favorite book‐sharing spot. Once toddlers are on the move, they can carry books from place to place. Thus, one way to support book‐handling is to set up the environment to enable children to reach, hold, and move around with books (Table 2).</p> <p>2 Table Strategies to Support Book Handling</p> <p> <ephtml> <table><thead><tr><th align="left" /><th>Infant</th><th>Toddler</th></tr></thead><tbody><tr><td>Let children explore and manipulate the book</td><td>Encourage infants to explore the book with their hands, and allow mouthing</td><td>Show toddlers how to hold the book and turn pages. Let them turn as many or few at a time as they want</td></tr><tr><td>Comment on physical aspects of the book</td><td>When I turn the page, look, there's a new picture!When you press the pages together you close the book. Now we just see the cover</td><td>When you turn pages we see something different!When we go back to this page, the same picture is thereThis is the front of the book</td></tr></tbody></table> </ephtml> </p> <hd id="AN0161471834-10">Get Animated</hd> <p>Sharing books with expression—with faces, voices, and gestures—focuses and keeps children's attention (Pegg et al., [<reflink idref="bib28" id="ref22">28</reflink>]), and helps them make meaning of images and ideas in books (Vallotton, [<reflink idref="bib42" id="ref23">42</reflink>]), which helps them comprehend the actions and emotions of the characters. Pointing while book‐sharing encourages children to use gestures for communication about books and other things (Iverson & Goldin‐Meadow, [<reflink idref="bib19" id="ref24">19</reflink>]; Sauer et al., [<reflink idref="bib34" id="ref25">34</reflink>]). Pointing and symbolic gestures (aka Baby/Infant Signs) help children make connections between images and concepts in books and the things they experience in their everyday lives (e.g., Novack & Goldin‐Meadow, [<reflink idref="bib24" id="ref26">24</reflink>]; Olson & Masur, [<reflink idref="bib26" id="ref27">26</reflink>]), and supports vocabulary development (Sauer et al., [<reflink idref="bib34" id="ref28">34</reflink>]). Children who learn many symbolic gestures will sometimes even read to themselves by gesturing about each image as they flip through pages (Acredolo & Goodwyn, [<reflink idref="bib1" id="ref29">1</reflink>]) (Figure 4; Table 3; Figure 5).</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/RET/01jan23/trtr2176-fig-0004.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="trtr2176-fig-0004.jpg" title="4 A Baby Signs Poster Near the Library Reminds Teachers to Get Animated While Sharing Books. Using Signs for Questions and Think/Remember Makes Teachers' Thinking Visible to Children and Promotes Mental State Understanding. (Image from the Great First Eight Infant and Toddler Curriculum, [39])" /> </p> <p></p> <p>3 Table Ways to Get Animated</p> <p> <ephtml> <table><thead><tr><th align="left" /><th>Infant</th><th>Toddler</th></tr></thead><tbody><tr><td>Voices</td><td>Speak slowly overall, and use your vocal tone to express feelings of characters. Try a slow, sad voice when a character is sad, a higher pitched voice when a character is happy</td><td>Try a deeper voice for larger animal characters and a higher voice for smaller animals, or speaking slowly for one character, and quickly for another</td></tr><tr><td>Faces</td><td>Mirror emotions of characters on your own face, as you point to the picture. They were surprised! (eyes wide, eyebrows up). Use a low intensity of facial expression for angry, scared, or sad emotions</td><td>Mirror emotions of characters, and point out facial features that show emotions, Ooh, his eyebrows are scrunched, he looks a little mad</td></tr><tr><td>Gestures</td><td>Use your torso, head, and hands to act out actions in the book, e.g., use a stirring motion as you say, She's mixing the batter in the bowl</td><td>Model actions in the book, and invite toddlers to act them out with you. Make a steering motion and say, They are driving the bus to the park. Can you be the bus driver and steer our bus? Where are you driving us to?</td></tr><tr><td align="left">Use Baby Signs for book, question, want, think/remember, more/again, all done, and any signs related to the contents of the book. See Figure 4</td></tr></tbody></table> </ephtml> </p> <p>At home, Celia and her parents use Baby Signs with books, as well as during play and daily routines. Twelve‐month old Celia crawls to her basket of books on the floor, signs "monkey" when she sees her favorite Curious George book, then flips through each page, "reading" the book to herself by making the sign for each animal character she sees.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/RET/01jan23/trtr2176-fig-0005.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="trtr2176-fig-0005.jpg" title="5 An Infant Reads to Herself Using Baby Signs for Each Familiar Character" /> </p> <p></p> <hd id="AN0161471834-13">Play with Sounds</hd> <p>Using playful ways to draw children's attention to sounds in words and connect sounds with letters supports key phonological skills for language learning and reading (e.g., Bryant et al., [<reflink idref="bib7" id="ref30">7</reflink>]). Onomatopoeias make up 20% of infants' earliest words, giving children a way to start expressing their interests and ideas vocally (Laing, [<reflink idref="bib21" id="ref31">21</reflink>]). Children who recognize and produce rhymes and alliteration apply these skills as they learn to read (Bryant et al., [<reflink idref="bib7" id="ref32">7</reflink>]). Playing with sound can easily be combined with other playful strategies, such as getting animated (e.g., Diamant‐Cohen, [<reflink idref="bib9" id="ref33">9</reflink>]) (Table 4).</p> <p>4 Table Ways to Play with Sound</p> <p> <ephtml> <table><thead><tr><th align="left" /><th>Infant</th><th>Toddler</th></tr></thead><tbody><tr><td>Rhyme</td><td>Use your voice to emphasize rhyming sounds: Whose KNEES are THESE?</td><td>Emphasize and name rhymes for toddlers: Whose KNEES are THESE? That rhymes!</td></tr><tr><td>Alliteration</td><td>Use your voice to draw attention to similar sounds at the start of words: Ssssneaky ssssnake is sssslithering</td><td>Draw attention to similar sounds, invite toddlers to say them, too: Ssssilly sssnake sssays hisssss. They start with 'S'...ssssss. Can you say sssss like ssssnake?</td></tr><tr><td>Onomatopoeias</td><td>Make sounds that animals or objects make. Mooooo says the cow! Zoom goes the car! Boing boing, the ball bounces</td><td>Invite toddlers to join in making sounds: Can you moo, too? What does the duck say? What does the train sound like?</td></tr><tr><td>Play with sounds of the first letter of children's names</td><td>Playfully draw attention to the first letter sounds in children's names and other words by repeating it. Bear jumps. Jamal j‐j‐jumps for joy!</td><td>Name the letter, and point it out in the book. Jump starts with j‐j‐jay, like J‐J‐Jamal</td></tr><tr><td>Chant or sing text with a rhythm</td><td align="left">Tap a beat with one hand as you read to draw attention to the rhythm of the language and the rhymes at the end of phrases</td></tr></tbody></table> </ephtml> </p> <hd id="AN0161471834-14">Ask and Answer</hd> <p>Questions help children notice and connect to ideas, and elicit expressive language (Rowe et al., [<reflink idref="bib31" id="ref34">31</reflink>]) or nonverbal communication, which promotes expressive and receptive language development (Muhinyia & Rowe, [<reflink idref="bib22" id="ref35">22</reflink>]). Infants answer questions with looks, gestures, or actions; toddlers answer with gestures, actions, words, or simple sentences (Seidl et al., [<reflink idref="bib36" id="ref36">36</reflink>]). It is valuable for children to hear adults ask and answer their own questions. For older infants and new talkers, teachers can ask a question, wait a beat, then answer it themselves with words or gestures (e.g., pointing, head nod/shake). Demonstrating this ask‐and‐answer dialogue supports toddlers' ability to use words or gestures to answer adults' questions (Fusaro et al., [<reflink idref="bib16" id="ref37">16</reflink>]), which further enables them to communicate about books and many other things (Table 5).</p> <p>5 Table Strategies to Ask and Answer</p> <p> <ephtml> <table><thead><tr><th align="left" /><th>Infant</th><th>Toddler</th></tr></thead><tbody><tr><td>Closed‐ended questions</td><td>Can you find the ball?What sound does the doggy make?What's this? (pointing to part of an image)</td><td>Where did the ball go when he threw it?What did he put in his basket?</td></tr><tr><td>Open‐ended questions</td><td>Which one is your favorite? Or What do you see here? Label and describe whatever infants look at, point to, or touch</td><td>What could the Sister put in her shopping cart?Which fruits would you put in your fruit salad?</td></tr><tr><td>Invite children to think with you using "I wonder" statements</td><td>I wonder how it feels to hold that tiny mouse</td><td>I wonder what will happen when she takes the lid offI wonder how the kids feel in that warm and cozy hug</td></tr></tbody></table> </ephtml> </p> <p>Jorge (27 months) and his teacher, Ms. Diaz, share a book about a trip to the grocery store. Looking at a picture together, Ms. Diaz asks, "Which fruit would you put into your basket?" Jorge uses an open hand to reach into the book and pretend to grab the grapes from the image. "You'd choose the grapes. Yum!" Jorge brings his cupped hand to his mouth, pretending to eat his fist full of grapes, then says "Gapes. Yum!"</p> <hd id="AN0161471834-15">Label</hd> <p>Children learn vocabulary when we name the objects they manipulate, actions they perform, and emotions they feel (Tamis‐LeMonda et al., [<reflink idref="bib38" id="ref38">38</reflink>]). When interacting with the pictures and ideas in books, children learn words for the objects, actions, and feelings they attend to (Tomasello & Farrar, [<reflink idref="bib40" id="ref39">40</reflink>]). Caregivers can watch children's eye gaze and pointing, and listen for words and other vocalizations to understand what interests children most (Beuker et al., [<reflink idref="bib5" id="ref40">5</reflink>]), then label those things to build vocabulary (Dodici et al., [<reflink idref="bib11" id="ref41">11</reflink>]) (Table 6).</p> <p>6 Table Strategies to Label</p> <p> <ephtml> <table><thead><tr><th align="left" /><th>Infant</th><th>Toddler</th></tr></thead><tbody><tr><td>Point to and label things in the book</td><td>Label images of everyday, common objects infants will see in their daily lives. This baby (point to baby) fell asleep in the crib (point to crib)</td><td>Label less common or more specific objects or actions. This builder is using a hammer (point to hammer) to pound nails (point to nails)</td></tr><tr><td>Label things children point to</td><td>You pointed to the appleYou noticed the tricycle</td><td>Ask toddlers what they see, and label what they point to or indicate. What do you notice on this page? That long green vegetable is called a "zucchini"</td></tr><tr><td>Repeat children's sounds or words, saying the full word when children use a partial one</td><td>You said "Ba." Yes, that baby has a bottle</td><td>You said "Fly flap," Yes, the butterfly is flapping its beautiful wings</td></tr><tr><td>Ask children to label</td><td>Ask infants to label things with pointing or Baby SignsDo you see the tree? Point to the treeWhat is this (point to picture)? Can you show me the sign for bird?</td><td>Point to familiar objects, actions, or facial expressions in the book and ask toddlers what they are:What is this (point to picture)?</td></tr></tbody></table> </ephtml> </p> <hd id="AN0161471834-16">Describe</hd> <p>Children learn to understand more complex words and ideas when we describe features of objects and actions in books; language comprehension is a building block for decoding the meanings of printed words (Dieterich et al., [<reflink idref="bib10" id="ref42">10</reflink>]). Using rich, descriptive language only supports vocabulary when we use it in response to children's interests (Tomasello & Farrar, [<reflink idref="bib40" id="ref43">40</reflink>]), for example when sharing triadic joint attention, both attending to the same picture or idea in a book. Using gestures as part of <emph>descriptions</emph> helps children comprehend the meaning in the spoken words, and to learn and use symbolic gestures (Namy et al., [<reflink idref="bib23" id="ref44">23</reflink>]), and promotes their vocabulary and sentence length (Rowe & Goldin‐Meadow, [<reflink idref="bib30" id="ref45">30</reflink>]) (Table 7).</p> <p>7 Table What to Describe</p> <p> <ephtml> <table><thead><tr><th align="left" /><th>Infant</th><th>Toddler</th></tr></thead><tbody><tr><td>Features of objects and actions</td><td>Describe things you can see, like shape, size, color, position. There's a long, thin spaghetti noodle on top of the baby's head!</td><td>And other features you can't see like sounds, tastes, textures, or speed. That blanket looks fuzzy, I bet it's really soft. Jet planes move really fast through the sky‐zoom!</td></tr><tr><td>Functions/purposes of objects and actions</td><td>Spoons are for scooping and eating</td><td>We can use a magnifying glass to make small things look bigger</td></tr><tr><td>Familiar objects with the same features</td><td>The apple is red like your shirt</td><td>That wheel is round, like your bowl</td></tr></tbody></table> </ephtml> </p> <hd id="AN0161471834-17">Explain</hd> <p>Children learn complex concepts when we demonstrate verbal reasoning by explaining how and why things work. Story time is prime time for adults to provide explanations (Farkas et al., [<reflink idref="bib15" id="ref46">15</reflink>]) to support infants' and toddlers' understanding of their own and others' minds (Ruffman et al., [<reflink idref="bib32" id="ref47">32</reflink>]). When adults provide causal explanations, children are more likely to look for causal connections between events in the world, supporting their scientific reasoning (Booth et al., [<reflink idref="bib6" id="ref48">6</reflink>]) (Table 8).</p> <p>8 Table What to Explain</p> <p> <ephtml> <table><thead><tr><th align="left" /><th>Infant</th><th>Toddler</th></tr></thead><tbody><tr><td>Meanings of words or phrases</td><td>She's dancing, moving her body to the music, like this</td><td>Sea creatures are animals that live in the ocean</td></tr><tr><td>Actions, using words and gestures together</td><td>They are shaking (move hand up and down) the toy</td><td>She sprinkles (sprinkling motion with fingers) her parsley on top of her soup</td></tr><tr><td>Facts about book contents</td><td>Kids can go fast are sliding down that slippery slide.... swoosh!</td><td>Morning is when it gets light outside after the dark night</td></tr><tr><td>How things work</td><td>When she twists the door knob, the door will open</td><td>When they turn the key, it will lock the door. Then no one can open it unless they have the key</td></tr><tr><td>What things are for</td><td>The sweater makes the baby feel warm</td><td>A broom is for sweeping the floor to get it clean</td></tr><tr><td>Causes and effects</td><td>When she bumped the ball, it rolled down the hil</td><td>The leaves blew off the trees because the wind was so strong</td></tr></tbody></table> </ephtml> </p> <hd id="AN0161471834-18">Make Connections</hd> <p>The toddler teacher, Mr. Norris, shared I Can Do It, Too (by Baicker, [<reflink idref="bib3" id="ref49">3</reflink>]) about the many things a young child can do, with Ayaz (23 months) and Jordan (28 months). On each page, the little girl shows that she can do the things her family, friends, and neighbors can do. On each page, Mr. Norris comments on what Ayaz and Jordan can do, similar to the girl in the book. "She is pouring juice in her cup (making a pouring motion with his hand). Ayaz, you were pouring water from cups in the Sensation Station this morning." Ayaz makes a pouring motion with a cupped hand. "She is riding a tricycle. Jordan you put your foot on the trike pedals on the playground yesterday. Soon your legs will be long enough to push them down and ride." Jordan says "Zoom!"</p> <p>Link ideas in books to children's experiences to make books more enjoyable (Towell et al., [<reflink idref="bib41" id="ref50">41</reflink>]) and help children understand and use new words relevant to them (Muhinyia & Rowe, [<reflink idref="bib22" id="ref51">22</reflink>]). One way caregivers can make these connections is by asking children questions and making related statements during book‐sharing (Dwyer & Neuman, [<reflink idref="bib13" id="ref52">13</reflink>]) (Table 9).</p> <p>9 Table How to Make Connections</p> <p> <ephtml> <table><thead><tr><th align="left" /><th>Infant</th><th>Toddler</th></tr></thead><tbody><tr><td>Similar senses</td><td>Note similarities between things in the book and things infants can see, hear, or feel right nowLook at that baby's soft blanket. Your blanket is soft, too!</td><td>Note similarities between things in the book and things toddlers can perceive now, or have experienced beforeThat child hears birds singing outside her window. What did we hear outside our classroom window this morning?</td></tr><tr><td>Alike actions</td><td>The baby is drinking a bottle, like you did this morning</td><td>This little girl is playing peek‐a‐boo. I've seen you play peek‐a‐boo too just like her!</td></tr><tr><td>Likes and dislikes</td><td>Comment on favorite objects or experiences seen in book contentsI see the baby in the stroller. You like riding in the stroller</td><td>Ask questions or comment on children's likes and dislikes related to book contentsLook at those juicy, red strawberries. Strawberries are a kind of fruit. What kind of fruits do you like to eat?</td></tr><tr><td>Feelings and emotions</td><td>Comment on how characters feel, and times when infants may feel similarlyThis baby is smiling and looks happy. You smile when your daddy picks you up</td><td>Ask questions and comment about times when toddlers may have felt similarly to the book charactersThat child is smiling and laughing. What makes you laugh?</td></tr><tr><td>Bring up family</td><td>Comment on home or family experiences related to the bookI see this baby sitting next to a big, fluffy dog. You have a dog at home too</td><td>Talk and ask questions about toddlers' home and family experiences related to the bookYou have a brother, just like the child in the book! What do you and your brother like to play together?</td></tr></tbody></table> </ephtml> </p> <hd id="AN0161471834-19">Think Out Loud</hd> <p>Think‐alouds have long been used as a technique for providing a window into the otherwise largely invisible processes involved in effective reading comprehension (Kucan & Beck, [<reflink idref="bib20" id="ref53">20</reflink>]). We can employ simplified versions of think‐alouds with infants and toddlers. Use your own reactions to the book to encourage thinking and comprehension about book content. Make brief statements about your mental processes to lay the groundwork for children to engage in those processes themselves. Use questions to further encourage these processes in children. Support this strategy using gestures for <emph>question</emph>, and <emph>think/remember</emph> (Figure 4). Prompts for thinking aloud with infants and toddlers are explained in Table 10.</p> <p>10 Table Prompts for Thinking Aloud</p> <p> <ephtml> <table><thead><tr><th align="left" /><th>Infant</th><th>Toddler</th></tr></thead><tbody><tr><td>Integrating background knowledge</td><td>Refer to something in your shared environment with childrenWe can swing too!</td><td>Talk about something you've experienced or knowI remember we saw dandelions in the park!</td></tr><tr><td>Predict</td><td>Refer to the page to comeWhat's next... [while turning the page]</td><td>Wonder about what might happen nextThat kid is stacking blocks into a tall tower. What happens when you stack blocks up so high? What do you think will happen on the next page?</td></tr><tr><td>Draw inferences</td><td>Comment on something that isn't stated in the text, but can be inferredI think the boy is hiding</td><td>Explain something you inferred and how/why you inferred itI think she is feeling sad. She dropped her ice cream and her face looks sad.</td></tr><tr><td>Summarize learning from informational text</td><td>State simply from the topic of the bookWe learned about pets!</td><td>State key points from the bookWe learned worms help the earth in many ways, like they mix up the soil</td></tr><tr><td>Retell narrative stories</td><td>Make a simple statement about the storyThat was a busy baby!</td><td>Briefly retell the story with a focus on characters, goal, problem, and resolutionThe bird couldn't find its mommy. The bird looked all over. Then what happened?</td></tr><tr><td>Wonder</td><td>State something you wonder that will be answered in the textI wonder where the frog is... (with the frog behind the flap)</td><td>State something you wonder about, whether or not it will be answered in the textI wonder how to make that soup</td></tr><tr><td>Visualize</td><td>NA</td><td>Comment on a sensory experience you imagine based on text or imagesI think that would feel really rough!</td></tr><tr><td>Notice problems</td><td>NA</td><td>Note when something does make sense because you missed a page, misread something, or for some other reasonWait—that didn't sound right. I'll read that again</td></tr></tbody></table> </ephtml> </p> <hd id="AN0161471834-20">Conclusion</hd> <p>The science of child development supports the importance of read‐alouds for infants and toddlers, and shows many ways caregivers can make these experiences developmentally valuable. As literacy educators and leaders, we can employ these practices and support others in doing so.</p> <hd id="AN0161471834-21">Funding Statement</hd> <p>A portion of this work was funded by an anonymous gift through the University of Michigan.</p> <hd id="AN0161471834-22">Conflict of Interest</hd> <p>None.</p> <hd id="AN0161471834-23">TAKE ACTION!</hd> <p>Use these steps yourself and guide others to use them to enhance their read‐aloud interactions with infants and toddlers.</p> <p></p> <ulist> <item> <emph>Identify your own book‐sharing superpowers</emph>. Which strategies do you enjoy most, and which ones are you already good at? Great! Build your superpower by doing more of that!</item> <p></p> <item> <emph>Try a new strategy</emph>. Choose one new strategy to try, something you're less familiar with that would be engaging and support children's development.</item> <p></p> <item> <emph>Determine which strategies work best for each book</emph>. Books don't lend themselves to all strategies. Focus on three or four strategies with each book‐sharing experience, and use those consistently throughout the read aloud. But <emph>always</emph> follow children's lead, which can help you decide on other strategies to use.</item> <p></p> <item> <emph>Practice first</emph> ! Caregivers get better at reading books in engaging ways when they practice first. Before sharing a new book, read it to yourself—out loud—practicing strategies you identified as the best fit for that book.</item> <p></p> <item> <emph>Support Developmental Outcomes</emph>. Caregivers can use book‐sharing to intentionally support many different learning outcomes. Use subsets of the 10 practices to support different domains, choosing a book thoughtfully that best aligns with those strategies.</item> </ulist> <hd id="AN0161471834-24">MORE TO EXPLORE</hd> <p></p> <ulist> <item> Michigan Essential Instructional Practices in Language and Emergent Literacy: Birth to Age 3. https://literacyessentials.org/literacy‐essentials/the‐essentials/essential‐instructional‐practices‐in‐language‐and‐emergent‐literacy‐birth‐to‐age‐3/</item> <p></p> <item> Great First Eight Infant Toddler Curriculum Learning Experience Overviews for Book‐Sharing at GreatFirstEight.Org</item> <p></p> <item> The Basics Tips on "Read and Discuss Stories": https://boston.thebasics.org/en/the‐basics/read‐and‐discuss‐stories/</item> </ulist> <ref id="AN0161471834-25"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Acredolo, L., & Goodwyn, S. (1992). Baby signs: How to talk with your baby before your baby can talk. 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Journal of Early Childhood Literacy, 21 (3), 321 – 337. https://doi.org/10.1177/1468798419846199</bibtext> </blist> <blist> <bibtext> Vallotton, C. D. (2011). Babies open our minds to their minds: How "listening" to infant signs complements and extends our knowledge of infants and their development. Infant Mental Health Journal, 32 (1), 115 – 133. https://doi.org/10.1002/imhj.20286</bibtext> </blist> </ref> <aug> <p>By Claire D. Vallotton; Nicole Gardner‐Neblett; Loria Kim; Tamesha Harewood and Nell K. Duke</p> <p>Reported by Author; Author; Author; Author; Author</p> <p></p> <p>Claire D. Vallotton is an Associate Professor at Michigan State University, East Lansing, MI, USA; email.</p> <p>Nicole Gardner‐Neblett is an Assistant Professor at the University of Michigan, Ann Arbor, MI, USA; email.</p> <p>Loria Kim is a doctoral student at Michigan State University, East Lansing, MI, USA; email.</p> <p>Tamesha Harewood is Assistant Professor at Michigan State University, East Lansing, MI, USA; email.</p> <p>Nell K. Duke is a Professor at the University of Michigan, Ann Arbor, MI, USA; email.</p> </aug> <nolink nlid="nl1" bibid="bib35" firstref="ref8"></nolink> <nolink nlid="nl2" bibid="bib27" firstref="ref9"></nolink> <nolink nlid="nl3" bibid="bib33" firstref="ref11"></nolink> <nolink nlid="nl4" bibid="bib14" firstref="ref12"></nolink> <nolink nlid="nl5" bibid="bib12" firstref="ref13"></nolink> <nolink nlid="nl6" bibid="bib18" firstref="ref14"></nolink> <nolink nlid="nl7" bibid="bib29" firstref="ref15"></nolink> <nolink nlid="nl8" bibid="bib25" firstref="ref16"></nolink> <nolink nlid="nl9" bibid="bib39" firstref="ref17"></nolink> <nolink nlid="nl10" bibid="bib17" firstref="ref18"></nolink> <nolink nlid="nl11" bibid="bib41" firstref="ref19"></nolink> <nolink nlid="nl12" bibid="bib37" firstref="ref20"></nolink> <nolink nlid="nl13" bibid="bib28" firstref="ref22"></nolink> <nolink nlid="nl14" bibid="bib42" firstref="ref23"></nolink> <nolink nlid="nl15" bibid="bib19" firstref="ref24"></nolink> <nolink nlid="nl16" bibid="bib34" firstref="ref25"></nolink> <nolink nlid="nl17" bibid="bib24" firstref="ref26"></nolink> <nolink nlid="nl18" bibid="bib26" firstref="ref27"></nolink> <nolink nlid="nl19" bibid="bib21" firstref="ref31"></nolink> <nolink nlid="nl20" bibid="bib31" firstref="ref34"></nolink> <nolink nlid="nl21" bibid="bib22" firstref="ref35"></nolink> <nolink nlid="nl22" bibid="bib36" firstref="ref36"></nolink> <nolink nlid="nl23" bibid="bib16" firstref="ref37"></nolink> <nolink nlid="nl24" bibid="bib38" firstref="ref38"></nolink> <nolink nlid="nl25" bibid="bib40" firstref="ref39"></nolink> <nolink nlid="nl26" bibid="bib11" firstref="ref41"></nolink> <nolink nlid="nl27" bibid="bib10" firstref="ref42"></nolink> <nolink nlid="nl28" bibid="bib23" firstref="ref44"></nolink> <nolink nlid="nl29" bibid="bib30" firstref="ref45"></nolink> <nolink nlid="nl30" bibid="bib15" firstref="ref46"></nolink> <nolink nlid="nl31" bibid="bib32" firstref="ref47"></nolink> <nolink nlid="nl32" bibid="bib13" firstref="ref52"></nolink> <nolink nlid="nl33" bibid="bib20" firstref="ref53"></nolink>
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Ready for Read-Alouds: 10 Practices for Book-Sharing with Infants and Toddlers
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Vallotton%2C+Claire+D%2E%22">Vallotton, Claire D.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7815-2993">0000-0001-7815-2993</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gardner-Neblett%2C+Nicole%22">Gardner-Neblett, Nicole</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2030-1305">0000-0003-2030-1305</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kim%2C+Loria%22">Kim, Loria</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1110-9514">0000-0003-1110-9514</externalLink>)<br /><searchLink fieldCode="AR" term="%22Harewood%2C+Tamesha%22">Harewood, Tamesha</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9091-2676">0000-0001-9091-2676</externalLink>)<br /><searchLink fieldCode="AR" term="%22Duke%2C+Nell+K%2E%22">Duke, Nell K.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5392-4627">0000-0001-5392-4627</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Reading+Teacher%22"><i>Reading Teacher</i></searchLink>. Jan-Feb 2023 76(4):459-469.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Reading+Aloud+to+Others%22">Reading Aloud to Others</searchLink><br /><searchLink fieldCode="DE" term="%22Infants%22">Infants</searchLink><br /><searchLink fieldCode="DE" term="%22Toddlers%22">Toddlers</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Attitudes%22">Reading Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/trtr.2176
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0034-0561<br />1936-2714
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Experiences with books before age three predict children's motivation to read (Bus et al., 1995), and can support the development of vocabulary, communication, and symbolic skills (Scarborough, 2001). Sharing books with infants and toddlers is different than reading aloud to older children. For example, it is important to attend more closely to infants' eye gaze and to support toddlers to respond with gestures. This article presents 10 research-based practices for book-sharing with infants and toddlers to foster love of reading and emergent literacy skills. For each practice, we provide examples with preverbal infants and newly verbal toddlers. We encourage teachers of reading to use these practices in their interactions with infants and toddlers and to use their role as literacy leaders to share the practices with childcare providers, families, and others who work with this age group.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1363122
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1363122
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      – Type: doi
        Value: 10.1002/trtr.2176
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 459
    Subjects:
      – SubjectFull: Reading Aloud to Others
        Type: general
      – SubjectFull: Infants
        Type: general
      – SubjectFull: Toddlers
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Reading Attitudes
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
    Titles:
      – TitleFull: Ready for Read-Alouds: 10 Practices for Book-Sharing with Infants and Toddlers
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            NameFull: Duke, Nell K.
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              Type: published
              Y: 2023
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              Value: 0034-0561
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