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Reading text versus audio books

“Grandma, does listening to a book count the same as reading a book,” an eight year old asks? What a great thoughtful question in light of technology available to children. The answer is “It depends, yes and no.”

Listening first

Talking, listening and reading are closely linked. They rely upon each other as children learn language and eventually reading text. According to many studies, it is very important to have babies and prereaders listen to family members read stories, ask questions, and point out features in pictures.

These young children develop a vocabulary storehouse to connect meaning to words when they start learning to read text. They learn the rhythm of good reading, when to stop, and when to raise and lower the voice. Without this language development, the words are like sounding out a foreign language with no meaning.

Learning to read pictures with the text is also critical. Children learn that pictures give cues when something is difficult to understand. When children are reading third grade science this skill will help them understand important concepts. Think of a diagram of the water cycle. It is much easier to understand and remember if children can read the pictures.

If an adult cannot read to children, an audio tape by an actor may be OK, but can never replace the voice and attention of a family member.

In families or day care with English as a second language, audio books in English may be helpful, especially when children are held while listening and looking at the book’s pictures.

Text vs. audiobooks

In kindergarten through grade three listening to good reading is still important. However, children need to practice with the printed word every opportunity we can give them. When teachers send home small practice books, ensure children read them often until fluent and smooth. Children will decrease the time spent decoding words and comprehend what they read at a faster rate.

Families can support the reading process in many ways. Listen to children read. Make a big deal over progress. Take turns reading sentences and paragraphs out loud. Provide books on their reading level that teachers suggest. Children can read to grandparents, sitters, even the family pet. They can read to relatives on FaceTime. You may record their reading or make a movie with your phone This practice time with print helps them expand all types reading skills. We want them to love reading any time, any place.

In third grade reading becomes a tool to learn, but it is still important to continue reading for fun. Audio tapes take away from practice with the printed word, except when English is a second language. For more information, see grandparentsteachtoo.blogspot.com and wnmufm.org/Learning Through the Seasons.

Editor’s note: Grandparents Teach, Too is a non-profit organization of elementary and preschool teachers from Marquette, Michigan. The writers include: Jan Sabin, Mary Davis, Jean Hetrick, Cheryl Anderegg, Esther Macalady, Colleen Walker, Fran Darling, and Iris Katers. Their mission since 2009 is to help parents, grandparents, and other caregivers of young children provide fun activities to help prepare young children for school and a life long love of learning. They are supported by Great Start, Parent Awareness of Michigan, the U.P. Association for the Education of Young Children, Northern Michigan School of Education, the Upper Peninsula Children’s Museum and the Northern Michigan University Center for Economic Education.

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