How Reading Influences Vocabulary Growth
Introduction
Reading aloud is a usual trend in the primary home and class settings which is perceived as an essential channel for the development of language. Reading stories aloud to children is a commended approach by expert groups as the primary strategy of fostering oral language as well as early literacy competencies (Kindle, 2010). Reading aloud is universally utilized as the mode of enhancing vocabulary growth. Extensive reading is praised for its authority in greeting more abilities to acquire, written, spoken as well as reading vocabularies but because children are limited to familiar texts, exposure to unusual vocabularies is not likely to be acquired from this practice. Reading aloud fills this gap by exposing children primarily to textual language which is particularly wealthy in vocabulary words and offers descriptive language (Gillanders, Castro & Franco, 2014). With teachers and parents comparable, there is particularly an inherent concentration in regard to the reading engagement role in a child’s early language development and how this is directly related to academic achievement development (Swanson et al., 2011). While it might be undoubtedly thought that participating in read-aloud activities with children might be useful in supporting reading skills development, it has been proven by research that the correlation amid aloud-reading and vocabulary development is much stronger.
Based on Duff, Tomblin & Catts (2015) one of the primary changes that are noticeable in language development that is consistent during the childhood period is the attainment of novel vocabulary. Children are not only able to gain new words but also learn how the acquired ones should be utilized in fresh ways. For instance, they are able to select the words that have the same meaning and suits well in the targeted communication. With each story being read there is an increase in vocabulary. In that, the child is able to hear more words thus beginning to understand the meaning and how each of them can be utilized within a given contest. Reading aloud to children normally exposes them to more sophisticated wordings that are not present in their daily operations. It is suggested by research that children’s books are comprised of about 50 percent more words infrequent words as compared to engaging in conversations or watching television. This general exposure to different words is accounted to be highly significant in the early childhood development particularly in regard to language and it is also claimed to having a considerable effect on children academic achievements.
According to Wagner & Meros (2010), the primary influence of vocabulary development during the early childhood life is specifically spoken language. In this case, reading aloud to a child not only triggers their thoughts but their ability to comprehend fresh words. As a child is exposed to the spoken wording from the written text their further able to gain an understanding of the language where the most authoritative drive that arises is written language. Children who are highly encouraged to read and enjoys being read to are not only able to read fluently but also often and are likely to acquire an extensive range of vocabularies as compared to children who are exposed less to reading since their language acquisition skills from reading aloud as the spoken language are not yet developed (Wagner & Meros, 2010).
Speech and language lessons normally being in the womb where the unborn listens and responds to familiar voices. After being born, newborns are able to learn language by just listening to the basic and yet different sounds in English language (Kuhl, 2011). Reading to the newborns and toddlers offers them reassuring contact with language. This helps children in becoming more familiar with the rhythms and sounds of English language. English speaking parents who begin to read to their children at an early age normally have children with increased language comprehension, huge cognitive achievements, extensive as huge expressive wordings by the time they turn 2 years (Paul & Norbury, 2012). Language is the general basis for literacy and it is through hearing that language is developed in turn. Reading to children does not only help in the acquisition of fresh terms but also focuses on developing their curiosity thus striking their vocabulary growth.
Morrow & Gambrell, (2011) asserts that reading aloud to a child is essential since it acts as the foundation for literacy growth. In addition, reading aloud reflects the general relationship amid the written words, their respective meaning and also calls the child as the listener to participate in the conversation with the reader. Children hold a higher capability to listening to high language rate as compared to their capability to read and thus reading aloud usually lead to the complex thoughts being more accessible. In addition, this strategy exposes children to higher vocabularies as well as language development patterns that are not common in everyday conversation (Wagner & Meros, 2010). Reading aloud leads to stretching both vocabularies and grammar by triggering them to understand more words. In addition, reading aloud enables children to learn how to listen and it is obvious that with good listening then good masters of literacy are developed. Children tend to respond more to textual information that is being read in the attempt to relate the acquire words to what they know. This, therefore, implies that reading aloud is not only effective in vocabularies acquisition but also understanding in general (Wagner & Meros, 2010).
In turn, reading aloud usually help children to understand the general structuring of vocabularies even after they are left to read on their own. This is the sole most important aspect of the language development efficiency (Wagner & Meros, 2010). This is because it is not just the general wording that is important during the process but exposes them to fluent speech and well-phrased wording. Through reading aloud the listener’s interest in understanding stories is increased thus growing their capability to read better. It is said that extensive reading broadens a child’s critical thoughts by encouraging them to be better readers (Morrow & Gambrell, 2011). Reading aloud to children is a form of storytelling that nurtures the child’s capability to extend their literacy capability. Reading aloud is like a form of television watching that not only offers visual thoughts but also creates understanding to different aspects. The most important language development activity is reading loud that seeks to build knowledge of a child and eventually success in reading. Oral reading is a legal part of developing speech, reading and writing skills in general. Reading out loud to a child can provide several benefits that are related to increased fluency, vocabulary and understanding. It is apparent that the current studies are in agreement that with the existence of teaching, the activity of reading aloud should be involved in academic curriculum regardless of a child’s age (Morrow & Gambrell, 2011).
Reutzel, (2014) notes that the influence of textual load reading towards the development of vocabularies is evident in that as the reading becomes more progressive, the acquisition of words that are not from the common basic vocabulary terms begin to show up. The words appear to be more concrete and are thus utilized in expressing concepts that are particularly concrete than the ones used before. The terms are more often acquired from the textual wording as compared to those that are derived from normal conversations. Vocabulary development incorporates more than just the obtainment of words despite the fact that newer words are obviously acquired (Morrow & Gambrell, 2011). Above the acquisition of more vocabularies reading aloud helps children to develop fresher ways of utilizing the words which then leads to the refinement of the whole meaning of some of the old vocabularies and the fresh ones to the child’s vocabulary. Reading aloud to children based on most language development studies contrary to oral talks develops literacy. Finding wealthy language in reading picture books is not uncommon and reading the stories aloud to children will definitely introduce them to an expansive vocabulary. Based on a recent study it is said that although parents or teachers can be essential in assisting children in developing vocabularies through talks, reading aloud is highly effective in vocabularies development. Reading aloud is the most effective strategy to help children in developing their ability to master words as well as grammatical comprehension which creates the basis in regard to reading (Morrow & Gambrell, 2011).
Reading aloud to children strengthens the primary part of the brain that is connected with visual imagination, thus increasing the ability to identify and understand words and their meaning in general (Morrow & Gambrell, 2011). Reading triggers vocabulary growth beyond speaking which tends to focus on the simplest form of communicating. While reading aloud to children the wording transforms their understanding by challenging their understanding and acquisition of new words (Morrow & Gambrell, 2011). Loud reading is more effective than encouraging parents to speak more to children because tongue speaking is usually limited by a number of discourse rules such as slow response. This normally leads to minimal words choices based only on those that were obtained earlier and are utilized frequently nature. During conversations children are not likely to pick more words since individuals tend to repeat terms that were spoken more recently, thus restraining wording variety that is utilized. Reading books aloud to children and toddler is essential since the earlier that language is acquired, the more the mastery ability (Reutzel, 2014).
In summing up, vocabulary development is obviously an essential benefit of reading aloud to children. This is achieved through comprehension of new words and the ability to apply them in different texts. Reading aloud is an activity that can be utilized actively in avoiding issues that are related to reading like poor vocabularies and the absence of understanding and inspiration in regard to thinking generally which would bring about success. When a child is exposed to aloud reading they are more likely to acquire more vocabularies than from mere conversations which are full of repetitions.
References
Karen J. Kindle. (2010). Vocabulary Development during Read-Alouds: Examining the Instructional Sequence. Literacy Teaching and Learning Volume 14, Numbers 1 & 2 PP. 65-88.
Gillanders, C., Castro, D. C., & Franco, X. (2014). LEARNING WORDS FOR LIFE. Promoting Vocabulary in Dual Language Learners. The Reading Teacher, 68(3), 213–221. http://doi.org/10.1002/trtr.1291.
Swanson, E. A., Wanzek, J., Petscher, Y., Vaughn, S., Heckert, J., Cavanaugh, C. Tackett, K. (2011). A Synthesis of Read-Aloud Interventions on Early Reading Outcomes among Preschool through Third Graders at Risk for Reading Difficulties. Journal of Learning Disabilities, 44(3), 258–275. http://doi.org/10.1177/0022219410378444
Duff, D., Tomblin, J. B., & Catts, H. (2015). The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect. Journal of Speech, Language, and Hearing Research : JSLHR, 58(3), 853–864. http://doi.org/10.1044/2015_JSLHR-L-13-0310
Wagner, R. K., & Meros, D. (2010). Vocabulary and Reading Comprehension: Direct, Indirect, and Reciprocal Influences. Focus on Exceptional Children, 2010, 1G1–245473138.
Morrow, L. M., & Gambrell, L. B. (2011). Best practices in literacy instruction. New York: Guilford Press.
Reutzel, D. R. (2014). Handbook of research-based practice in early education. Gulliford Press.
