The more children read, the better readers they become. Children read more when they have access to engaging, age appropriate books, magazines, newspapers, computers and other reading materials. They read more on topics that interest them than on topics that do not interest them.
Reading supports writing development and writing supports reading development. For example, through reading readers learn the power of a strong introduction and eventually use such knowledge as they write their own pieces. Conversely, writing develops awareness of the structures of language, the organization of text, and spelling patterns which in turn contributes to reading proficiency.
Learning to read in one language accelerates learning to read in other languages. When readers learn to read text written in a language they understand, they transfer an intuitive understanding of what reading is and how to read when reading in other languages.
Children vary in the experiences they bring to learning to read, including different cultures, background knowledge, oral and written languages, experiences with print, and access to print. Nevertheless, all readers use their life experiences, their knowledge of the topic, and their knowledge of oral and written language to make sense of print and all learners benefit from instruction that helps them make sense of print.
Readers continue to grow in their ability to make sense of an increasing variety of texts on an increasing variety of topics throughout their lives as they learn more spoken and written language, acquire more knowledge on an ever-expanding variety of topics, and have more and more life experiences.
See our recommended reading list broken down by year group below: