Mothers make puppets to act out the book "Goodnight Moon" for their children.

Better reading is goal of UC Cooperative Extension program

“Brown Bear, Brown Bear, what do you see? I see a red bird looking at me.”

People who memorized that refrain as preschoolers are lucky. Their parents probably read Bill Martin Jr.’s classic story book to them over and over and over, exposing their brains to patterned language, repetitive phrases and predictable storylines that research shows are important for reading readiness.

For parents who aren’t already reading to their children, UC Cooperative Extension nutrition, family and consumer science advisors Sharon Junge of Placer and Nevada counties and Sue Manglallan of San Diego County have developed a series of classes called “Let’s Read Together” to teach them why it is important and give pointers on making the reading experience even more valuable.

Children's brains become less flexible after age 8

According to child development experts, the “sound map” in the brain, which makes it possible to tell one sound from another, becomes less flexible after age 8. Those who learn to read at 9 or later may continue to find reading difficult throughout life. Reading stories with rhymes help children focus on the sounds of words. Books with a strong pattern and rhythmic flow help children read along with an adult and predict what will happen.

The UC advisors selected 17 books for the program – five for infants, six for toddlers and six for preschoolers. In small classes headed up by UCCE program representatives, parents receive a copy of the book and hear it read aloud. The facilitator then teaches how parents can help their youngsters get the most out of the book.

One classic story in the curriculum is “A Very Hungry Caterpillar” by Eric Carle. In the book, the caterpillar eats his way through different foods each day of the week. At last he finds a proper diet, turns into a cocoon and finally emerges as a beautiful butterfly. The story is charming, but it offers more teaching opportunities to parents than just a straightforward recitation of the text. The facilitator suggests parents let their children fill in words and phrases of patterned stories to allow them to participate actively and notice patterns. After reading the book, parents can enrich the experience by asking questions: What changes did the caterpillar go through? Have you ever had an experience like that? How many pears did he eat? Why do you think he got sick?

During class sessions, parents also get ideas and information to bring the books to life. For example, during the session on “Goodnight Moon” by Margaret Wise Brown, parents learn to make puppets with socks, felt and glue to act out the rabbit’s efforts to postpone bedtime by saying goodnight to every object in site.

Sukhy O’Byrne, an immigrant from India who now lives in Antelope, Calif., took the classes several years ago in Placer County.

“When I was growing up, I didn’t have books,” O’Byrne said. “I wanted to be sure my kids have the seed of reading.”

O’Byrne’s oldest child is now an advanced reader in the second grade. Her 18-month-old son is already showing an interest in books.

“The program gave me insight into how to read to my children – the sounds to make and how to make it exciting,” O’Byrne said. “I’ve used all the little hints. I think it’s going to payoff with my children.”

Reading in Spanish is equally beneficial

Even if parents only speak Spanish, reading to their children in their native tongue is equally beneficial to their children. “Let’s Read Together” has been adapted into Spanish, and uses all the same books with the exception of one infant book, “My First Real Mother Goose” by Blanche Fisher Wright. In Spanish, the curriculum uses “En El Cielo Las Estrellas” by Alejandra Longo, an anthology of traditional Spanish-language nursery rhymes.

Junge and Manglallan evaluated the “Let’s Read Together” curriculum by pre- and post-testing parents who participated. Parents showed significant improvement in knowledge and understanding in the following areas:

• The importance of storytelling
• How to effectively use wordless picture books
• How to select age appropriate books
• How to effectively use pattern-concept books
• The important role of reading to brain development
• How to effectively use picture story books
• The importance of providing reading and writing materials
• How to prepare preschoolers for transition to school
• How to effectively use alphabet books
• How to provide activities that support preschool development
• How to effectively use rhyming books

“Let’s Read Together” is being implemented in Placer and San Diego counties by program representatives whose salaries are funded by grants from First 5 California, an initiative of the California Children and Families Commission. In San Diego County, the program is conducted in three communities along the border, where most participating families are low-income and of Mexican descent. In Placer and Nevada counties, the program is taught countywide to parents and child care professionals.

“We’re focused on the parents. That’s what makes it really powerful,” Junge said. “When the parents come back to class week to week, they build a support system with other parents in the program.”

The “Let’s Read Together” curriculum – including outlines, preparations, recommended books, mini lectures, visual aids, activities and handouts – may be purchased from UC Cooperative Extension by agencies, schools, churches and other organizations for presentation to parents. The English version is $100, the Spanish version is $50, including shipping, handling and tax. To order, send a check payable to “UC Regents” to UC Cooperative Extension – Placer County, 11477 E Ave., Auburn, CA 95603. For information about ordering, call (530) 889-7350.

(September 2006)

Feature Story Archive