Being Read to is Critical
Children of mothers who read to them frequently have larger vocabularies than kids who aren’t read to.
In 1995, research showed a link between kids’ school success and how much their parents talked to them. This brief presents supporting data correlating the low income/high income achievement gap to parenting skills and differences in the quality and quantity of verbal interaction received as a young child.
By engaging in frequent conversation, parents can help develop their child’s vocabulary and critical thinking skills in preparation for school. Research shows that variations in parenting and, in turn, child development, are associated with social, economic and educational backgrounds.
