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Illuminating the Foundations of Early Reading: Why Shared Book Reading Matters More Than Ever

Learning to read is a profound milestone in a child’s development, and this blog explores why shared book reading remains one of the most powerful ways to support that journey. Drawing on decades of research, it breaks down what shared reading is, why it matters, and how simple, intentional strategies can strengthen young children’s early language and literacy skills. Our guest writer, Dr. Jill Pentimonti, an early learning researcher and Associate Research Professor at the University of Notre Dame, brings deep expertise in how children develop as readers. In this piece, she highlights what families and educators can do to make every day reading both joyful and impactful. 

 

For young children, learning to read is one of the most transformative experiences of early childhood. But while reading may appear simple on the surface, a child, a caring adult, and a beloved book, there are decades worth of research to remind us that becoming a skilled reader is actually a complex neurocognitive journey. Understanding how we support children throughout that journey matters. 

 

Research Is Clear: Read Together 

 

Learning to read does not happen automatically. It requires the coordination of multiple cognitive, linguistic, and visual systems that develop over time and with practice. Research has shown that the brain literally reorganizes as children gain reading skills, forming stronger pathways that support comprehension, decoding, and language processing. This growth is fueled by two things: deliberate practice and explicit instruction in key foundational skills.  

If these skills are critical, then the natural question becomes: How do we help young children build them? One of the most effective and enjoyable ways is simply by reading together 

Shared book reading is far more than flipping pages. When adults interact with children around texts, asking questions, exploring pictures, talking about words, and making connections, it becomes a powerful context for early skill development. Research spanning more than three decades confirms that high-quality shared reading significantly boosts vocabulary, narrative understanding, print awareness, and even children’s knowledge of the world.  

 

Shared book reading: 

 

  • Builds vocabulary by introducing rich, meaningful words in context 
  • Strengthens understanding of story structure and sequencing 
  • Supports phonological awareness through rhyme, repetition, and playful sound patterns 
  • Exposes children to letters, words, and print conventions 
  • Expands knowledge of people, places, and concepts they may not experience firsthand 

 

Summaries of the best available research underscore what families and educators already know intuitively: reading with children matters and reading interactively matters even more.  

 

Strategies for High-Impact Shared Reading 

 

The good news is that powerful shared reading does not require elaborate lesson plans or scripted instruction. With a few thoughtful strategies, any adult can make reading time richer and more impactful. 

 

  • Before Reading: Spark Curiosity 
  • Preview the title, explore the cover, and make predictions.  
  • Building excitement primes children for engagement. 
  • During Reading: Talk, Ask, Wonder 
  • This interaction is the heart of shared reading.  
  • Ask open-ended questions (“Why do you think the turtle hid in his shell?”). 
  • Define new vocabulary (“A cocoon is like a tiny sleeping bag for the caterpillar”). 
  • Explore sounds (“Moon starts with /m/, can you say /m/?”), or point out key print features. 
  • Encourage children’s spontaneous comments, questions, and connections, it’s through these interactions that language grows.  
  • After Reading: Revisit and Connect 
  • Help children summarize, retell, or connect the story to their own experiences.  
  • Extend learning by revisiting important vocabulary or story events. 
  • A Helpful Tip: Re-Read 
  • Re-reading the same book gives children multiple chances to absorb vocabulary, engage in conversation, and notice new details. 

 

Choosing Books That Support Learning 

 

A well-rounded “diet” of book types matters. Children naturally encounter many narrative texts, but informational books introduce new vocabulary, concepts, and text structures that broaden their world. 

 

  • Narrative Books 
  • These teach children about story structure:beginning, middle, end, and develop comprehension strategies like predicting and summarizing. 
  • Informational Books 
  • These support content knowledge, vocabulary development, and curiosity.  
  • Children benefit from seeing text features such as tables of contents, diagrams, or picture labels, features that mirror the texts they’ll read in later grades. 
  • A Helpful Tip: Balance is Key 
  • Keeping a simple log of the types of books you read across a week, or month can help ensure children experience a wide range of texts.  

 

The heart of early literacy is human connection, caregivers, educators, librarians, and community partners coming together to ensure every child has the opportunity to develop a lifelong love of reading. High-quality shared book reading does not require special materials or expensive programs. It requires adults who are present, curious, responsive, and willing to engage children in rich conversations around books. 

Every child deserves those moments. 

 

Biography:
 

Dr. Jill Pentimonti is an Associate Research Professor in the Institute for Educational Initiatives and the Executive Director of Research Advancement in the Office of the Vice President for Research at the University of Notre Dame, where she also leads the Early Learning Foundations (ELF) Lab. Her work focuses on language, literacy, and learning in the preschool and early elementary years. 

 

Dr. Pentimonti’s research centers on supporting young children’s language and literacy development, particularly for those at risk for reading difficulties. She has led multiple large-scale, federally funded studies examining classroom practices, instructional supports, and interventions that foster children’s early learning. Her work has also advanced the use of innovative tools and methods—including AI-powered assessments—to better understand and improve early learning experiences for children, families, and teachers. 

 

References: 

 

Shaywitz, B. A., Shaywitz, S. E., Blachman, B. A., Pugh, K. R., Fulbright, R. K., Skudlarski, P., ... & Gore, J. C. (2004). Development of left occipitotemporal systems for skilled reading in children after a phonologically-based intervention. Biological psychiatry, 55(9), 926-933. 

 

Bus, A. G., Van Ijzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of educational research, 65(1), 1-21. 

 

Pentimonti, J. M., Zucker, T. A., Justice, L. M., & Kaderavek, J. N. (2010). Informational text use in preschool classroom read‐alouds. The reading teacher, 63(8), 656-665.