Introduction

In Blog 1, we introduced the Science of Reading — showing how the brain learns to connect spoken sounds with written symbols through phonemic awareness, phonics, fluency, vocabulary, and comprehension. In Blog 2, we explored why reading is so important — not only for school readiness but also for shaping the brain, building empathy, and strengthening communication skills.

But here’s the truth, parents often wonder about: What should reading actually look like for my child right now?

Reading Looks Different at Every Stage

The answer depends on your child’s developmental stage. Reading is not a one-size-fits-all milestone. What counts as “reading” for a 6-month-old looks very different from what’s appropriate for a preschooler or first grader. In the earliest months, reading is about hearing your voice and soaking up the rhythm of language. By toddlerhood, it’s about pointing, naming, and playing with words. Later, it becomes sounding out letters, retelling stories, and eventually connecting words on the page with meaning.

Understanding these stages matters because it helps parents set realistic expectations. If we push children too hard, they can become frustrated; if we underestimate them, we miss opportunities to spark growth. Developmentally appropriate reading practices (DAP) meet children where they are — and then guide them to the next step. For a more in-depth explanation of what DAP means across all areas of development, see my post The 10 Developmental Domains Every Parent Should Know.

In this post, we’ll walk through what reading looks like from birth through early elementary school, and share practical ways you can nurture literacy at every stage.

Infancy (0–12 months): Laying the Foundation

Recently, I was reminded of how early the reading and language journey begins when my 5-month-old nephew was given a score for language development that wasn’t low, but also wasn’t high. At first, it didn’t make sense—he mimics facial expressions, laughs, looks for noises, and babbles constantly. Then I learned his sucking reflex was almost nonexistent, and it clicked.

Oral Development

From birth, one of the first “exercises” for the muscles used in speech is sucking. Breastfeeding strengthens the lips, tongue, and jaw, laying the groundwork for forming sounds and words. If a baby isn’t breastfed, alternatives like pacifiers—when used appropriately—can help develop those muscles (see my post on Pacifiers). However, switching to larger-flow bottle nipples too early can lead to passive sucking, where the baby doesn’t need to work for the milk, potentially limiting oral muscle development.

Why does this matter for reading?

Let’s recap from my previous post on the Science of Reading. The superior temporal region of the brain processes individual speech sounds, or phonemes. In fluent readers, this region automatically breaks speech into smaller units, mapping them onto printed letters (graphemes). Strong oral muscle control in infancy supports clear sound production, which lays the foundation for phonemic awareness — a key skill for reading later on (Snow, Burns, & Griffin, 1998). This process begins long before a child ever sees a book. Listening to language, practicing sound play through babbling, and experimenting with oral movements all strengthen the pathways that will later make reading possible (ASHA, n.d.).

Oral Hygiene

This is also why pediatric dentists stress good oral hygiene at a young age. Even though baby teeth eventually fall out, they play a critical role in strengthening oral muscles, supporting speech clarity, and preparing children for later reading success. Research shows that when children experience early decay or lose teeth prematurely, it can interfere with oral motor development and articulation, especially with sounds like s, z, th, v, and f (Taylor, 2025). These disruptions affect how children form words and connect oral language to printed language, both of which are essential for literacy. Beyond speech, poor oral health in early childhood has been linked to difficulties in eating, nutrition, school attendance, and overall readiness to learn (Ravaghi et al., 2025). Taken together, these findings remind us that oral, motor, cognitive, and linguistic development are deeply interconnected, with each pathway reinforcing the others.

What Reading Looks Like for Infants

Reading with infants doesn’t look like reading in the traditional sense — and that’s the point. At this stage, it’s all about exposure and connection. Babies learn language by hearing it, seeing your facial expressions, and experiencing the rhythm and melody of your voice. The more often you read, sing, and talk to your baby, the more you strengthen the neural pathways that prepare them for later literacy (Wolf, 2016).

• Listening to your voice as you read aloud, sing, or talk. Fluctuate your tone so they can hear the musicality of language.
• Looking at high-contrast images in board books — especially black-and-white pages with pops of red, blue, or yellow. These not only capture attention but also support early eye development.
• Grabbing or mouthing books as part of exploration. This is important — mouthing is one of the primary ways infants discover their world.
• Smiling, cooing, or babbling in response to your voice. If your baby makes a sound, mimic it back to begin building conversational turn-taking.
• Using floor mirrors during tummy time so babies can watch their own expressions while you read or sing.
• Introducing simple sign language through books, such as Baby Signs by Acredolo & Goodwyn (2002). Pairing signs with words in a story gives infants more than one way to express themselves, which can reduce frustration and support early language growth.

Using Simple Sign Language with Books

Before infants can form words, their motor skills often develop enough to use hand gestures. Introducing simple signs like milk, more, all done, or book gives babies a way to communicate needs and feelings earlier than speech allows. Research shows that sign language can reduce frustration, support bonding, and even strengthen later spoken vocabulary by reinforcing the connection between symbols and meaning (Goodwyn, Acredolo, & Brown, 2000).

Books are a natural way to integrate signs into your daily routine:

• Point and Sign: When reading a book about animals, use the corresponding sign (e.g., the sign for dog or cat) as you say the word and point to the picture.
• Repeat Favorites: With repeated readings of the same book, add the same signs at the same moments (like signing more at the end if your baby wants the story again).
• Interactive Reading: Choose simple board books with clear images, and pair one or two consistent signs with the words in the story to make reading more interactive.

Parent Tip: Keep your signs simple and consistent. Babies may not copy right away, but they are watching and absorbing. Over time, pairing signs with words in books helps your baby connect symbols, gestures, and spoken language — a powerful early step toward literacy.

Developmental Benefits

• Language growth: Exposure to words and sounds builds early vocabulary.
• Bonding: Reading aloud nurtures emotional security and strengthens the parent–child connection.
• Cognitive development: Even chewing on a book is an early step toward understanding how objects — and later, books — “work.”
• Listening and attention: Short bursts of engagement build the foundation for longer focus spans later in childhood.

Practical Ways to Nurture Literacy at This Stage

• Choose cloth or board books with simple images and textures.
• Read aloud daily, even for a few minutes during feeding or bedtime.
• Use exaggerated expression and rhythm — babies love sing-song voices.
• Sing — you don’t have to be America’s next Idol or on The Voice; babies don’t care, they just love to hear you.
• Encourage interaction: let them pat, touch, and explore the pages.
• Don’t be afraid to repeat the same book multiple times a day and every day of the week — repetition is how babies learn.

Parent Tips:

• NAEYC Reminder: Keep books at your baby’s eye level—on low shelves or in accessible baskets. Research from the National Association for the Education of Young Children (NAEYC) recommends this approach, since accessible books promote independent exploration and make reading inviting.
• Don’t worry about “teaching” letters or sounds yet. At this stage, your role is to surround your baby with rich, loving language experiences. In essence, every cuddle with a book, every shared moment of sound and sight, is part of building the foundation of reading.

Toddlerhood (1–3 years): Connecting Words and Meaning

By the time children reach toddlerhood, their reading journey shifts from exposure to participation. Toddlers are walking, pointing, talking, and testing their independence—all of which show up in how they engage with books. At this age, reading becomes more interactive and playful, and toddlers begin to connect spoken language with meaning.

Why this stage matters for reading:

During toddlerhood, vocabulary grows rapidly. The average child learns about one new word every day, with some experiencing “word explosions” where dozens of new words appear in a short time (Bavin, 2009). This is also the stage when toddlers begin to develop narrative skills—they enjoy hearing and retelling short, simple stories, which lays the groundwork for comprehension. Research also shows that interactive reading strategies, like asking children questions or encouraging them to retell parts of the story, strongly support later reading success (Sénéchal & LeFevre, 2002).

What Reading Looks Like for Toddlers

• Pointing to pictures and naming familiar objects (“dog,” “ball,” “car”).
• Finishing sentences or rhymes in repetitive books (“Brown Bear, Brown Bear, what do you see?”).
• Pretend reading by holding books, turning pages, and babbling in a storytelling tone.
• Asking and answering simple questions (“Where’s the cat? What does the cow say?”).
• Carrying books around as prized possessions, even sleeping with them.
• Listening in bursts—short attention spans are normal at this age. Toddlers may get up and wander off, then come back to listen again. Keep reading without demanding they sit still; interest often looks different than adults expect (NAEYC).

Developmental Benefits

• Language explosion: Exposure to new words in books accelerates vocabulary growth.
• Memory and sequencing: Repetition helps toddlers remember story patterns.
• Social-emotional growth: Shared reading strengthens attachment and teaches turn-taking.
• Cognitive connections: Linking words to images builds symbolic understanding, which is the foundation of literacy.

Practical Ways to Nurture Literacy at This Stage

• Choose sturdy board books with rhymes, repetition, and interactive features (flaps, textures).
• Ask open-ended questions while reading (“What do you think happens next?”).
• Encourage toddlers to “read” familiar books back to you from memory.
• Incorporate movement—act out animal sounds or character actions from the story.
• Establish a daily reading routine: before naps, after meals, or at bedtime.

Parent Tips:

• Let your toddler choose the book—even if it’s the same one over and over. Repetition builds comfort and confidence, and predictable text structures strengthen early comprehension skills.
• Keep book length short and manageable—board books or picture books with only a few words per page are best for this stage.
• Don’t stop reading when your toddler wanders away. Continue reading aloud in a relaxed tone. Often, toddlers will keep listening from across the room and circle back when ready.

For a deeper dive into why practices like repetition, choice, and flexibility matter, check out my post on Developmentally Appropriate Practice.

Preschool (3–5 years): Building Early Literacy

By the preschool years, children are bursting with curiosity, imagination, and language skills that seem to grow by the day. They are beginning to understand that printed words carry meaning and that stories have structure. At this age, reading aloud becomes more interactive, with children asking questions, predicting what comes next, and even retelling parts of the story in their own words.

Preschoolers are also developing phonological awareness — the ability to hear and manipulate sounds in spoken words. This includes skills like recognizing rhymes, clapping syllables, or identifying the first sound in a word. These abilities are strong predictors of later reading success because they connect spoken language to print (National Early Literacy Panel, 2008; Lonigan et al., 2017).

What Reading Looks Like for Preschoolers

• Following storylines and characters: Preschoolers enjoy longer, more complex picture books with clear plots.
• Recognizing rhymes and patterns: They delight in books with rhythm, repetition, and playful rhyming text.
• Asking questions: “Why did he do that?” or “What will happen next?” shows comprehension is emerging.
• Beginning to recognize print: They may notice letters in their own name or on signs and labels in books.
• Acting out stories: Dramatic play often mirrors books they’ve heard, showing deep engagement.

Developmental Benefits

• Language and vocabulary: Exposure to rich, varied text expands their spoken language (Dickinson et al., 2012).
• Comprehension: Discussing stories builds inference skills and the ability to connect ideas.
• Emergent literacy: Recognizing letters, sounds, and print concepts prepares them for formal reading instruction.
• Creativity and imagination: Storytelling and pretend play flourish with exposure to books.
• Social-emotional growth: Stories provide safe ways to explore feelings, empathy, and problem-solving (NAEYC, 2020).

Practical Ways to Nurture Literacy

• Ask open-ended questions like “What do you think will happen next?” to encourage thinking beyond the page.
• Encourage them to retell the story in their own words, or act it out with toys and props.
• Choose books with repetition, rhyme, and predictable patterns (e.g., Brown Bear, Brown Bear, What Do You See?).
• Point out letters in their environment, especially those in their own name.
• Let them “read” to you by turning pages and describing the pictures.

Parent Tips:

Continue reading interactively: pause for questions, make connections to your child’s life, and celebrate their predictions — it’s all part of comprehension.
Follow their interests: Whether it’s dinosaurs, princesses, or trucks, choosing books they love makes reading motivating.
Don’t rush: Even if they memorize and recite the book word-for-word, it’s a sign of learning, not repetition fatigue.

Early Elementary (5–8 years): Becoming Independent Readers

By kindergarten and the early grades, children are at a pivotal stage: they move from “learning to read” toward “reading to learn.” This transition doesn’t happen overnight but builds gradually as they strengthen foundational skills like phonics, decoding, fluency, and comprehension (National Reading Panel, 2000).

At this stage, children benefit from systematic and explicit instruction in phonics — learning how letters and letter combinations map to sounds. As I explained in my earlier post on The Science of Reading, orthographic mapping allows children to store words in long-term memory, making them “sight words” that don’t need to be decoded each time. This is where daily reading practice, paired with intentional teaching, makes the biggest difference in setting kids up for lifelong literacy.

What Reading Looks Like for Early Elementary

• Sounding out unfamiliar words: They apply phonics strategies, breaking words into parts.
• Recognizing high-frequency words: Many sight words become automatic through repeated exposure.
• Reading with increasing fluency: Speed, accuracy, and expression improve with practice.
• Comprehending stories and information: They can answer “who, what, where, why” questions about text.
• Making connections: They link what they read to prior knowledge and real-world experiences.
• Building vocabulary: They start noticing and asking about unknown words, which helps expand their language and comprehension skills.

Developmental Benefits

• Fluency: Reading aloud with expression helps children sound natural and builds confidence.
• Comprehension: Asking and answering questions deepens understanding.
• Vocabulary growth: Discussing new words in context builds long-term word knowledge.
• Critical thinking: Predicting, comparing, and summarizing stories encourages higher-order thinking.
• Motivation: Success in reading boosts self-esteem and encourages a love of books.

Practical Ways to Nurture Literacy

• Read aloud together daily — yes, even once they can read independently, they still need your voice modeling fluency.
• Play word games like rhyming challenges, I-Spy with letter sounds, or simple word searches.
• Encourage independent reading time with books at their level of choice.
• Visit the library regularly to let them pick out books that interest them.
• Talk about stories: “Why do you think the character did that?” or “What would you do?”

Parent Tips

Keep reading fun, not just homework. Let them read comics, graphic novels, or joke books — anything that sparks joy in words.
Don’t correct every mistake. If meaning isn’t lost, let them keep going. Save corrections for when it really matters, so reading feels encouraging, not stressful.

Highlight new words. Pause briefly when your child encounters an unfamiliar word. Say it, explain it in child-friendly terms, and use it in a sentence. Revisit these words later so they “stick.”
Model reading yourself. Children who see adults reading for enjoyment are more likely to see books as valuable.

Bringing It All Together: A Lifelong Reading Journey

From the first suckle in infancy to preschoolers proudly retelling their favorite stories, the journey of reading and language is built step by step. Each stage—infants, toddlers, and preschoolers—brings unique opportunities to nurture early literacy. What begins with babbles, songs, and chewing on books gradually becomes conversations, picture recognition, and a love of stories that prepare children for fluent reading.

The key is remembering developmentally appropriate practice (DAP)—meeting children where they are and respecting how they learn at each age. Reading doesn’t always look like sitting still with a book; sometimes it looks like mouthing, moving around, or coming back in short bursts of attention. What matters most is consistency, connection, and joy.

As parents and caregivers, your voice, your expressions, and your shared moments are the most powerful reading tools your child will ever know. Every cuddle with a book, every silly song, and every question you answer builds the foundation for lifelong literacy.

For a deeper dive into what developmentally appropriate practice means in everyday learning, check out my post: The 10 Developmental Domains Every Parent Should Know (and How to Support Them).

And if you haven’t already, revisit my first blog in this series, where I break down The Science of Reading and explain how children’s brains map sounds to print, followed by Why Reading is Important. Together, these posts connect the dots and help you see how early experiences shape confident readers for life.

References

American Speech-Language-Hearing Association. (n.d.). How does your child hear and talk? https://www.asha.org/public/speech/development/chart

Bavin, E. L. (2009). The early development of language. In E. L. Bavin (Ed.), The Cambridge Handbook of Child Language (pp. 15–35). Cambridge University Press. https://doi.org/10.1017/CBO9780511576164.003

Dehaene, S. (2009). Reading in the brain: The new science of how we read. Penguin Books.

Dickinson, D. K., Golinkoff, R. M., & Hirsh-Pasek, K. (2012). Speaking out for language: Why language is central to reading development. Educational Researcher, 41(7), 223–229. https://doi.org/10.3102/0013189X12457178

Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5–21. https://doi.org/10.1080/10888438.2013.819356

Goodwyn, S. W., Acredolo, L., & Brown, C. A. (2000). Impact of symbolic gesturing on early language development. Journal of Nonverbal Behavior, 24(2), 81–103. https://doi.org/10.1023/A:1006653828895

Lonigan, C. J., Burgess, S. R., & Schatschneider, C. (2017). Examining the simple view of reading with elementary school children: Still simple after all these years. Remedial and Special Education, 39(5), 260–273. https://doi.org/10.1177/0741932518764833

National Association for the Education of Young Children. (n.d.). Developmentally appropriate practice (DAP). https://www.naeyc.org/resources/topics/dap

National Association for the Education of Young Children (NAEYC). (2020). Position statement: Developmentally appropriate practice.

National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. National Institute for Literacy.

Rasinski, T. V. (2012). Why reading fluency should be hot! The Reading Teacher, 65(8), 516–522. https://doi.org/10.1002/TRTR.01077

Ravaghi, V., Douglas, G. V. A., Donaldson, A. N. A., Alkhouli, M., Roderick, C., & Stevens, S. (2025). Does poor oral health impact on young children’s development? A rapid review. British Dental Journal, 238(5), 338–345. https://doi.org/10.1038/s41415-025-00064-9

Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73(2), 445–460. https://doi.org/10.1111/1467-8624.00417

Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. National Academy Press.

Taylor, H. (2025, March 14). The connection between oral health and speech development in children. McIlwain Dentistry. https://mcilwaindentistry.com/2025/03/14/the-connection-between-oral-health-and-speech-development-in-children

Wolf, M. (2016). Tales of literacy for the 21st century: The literary agenda. Oxford University Press.

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