Reading with Younger Toddlers (1-2 years)
By 2 years, children will understand about 300 words and use 100 words or more. They are also increasingly engaged in representational thought i.e., they use symbols such as words and pictures to refer to concrete objects, even when these objects are not present. Most of the words in a child's expressive vocabulary will be nouns and verbs, and a few two-word phrases (noun + verb, adjective + noun) or short sentences will be used.
Children at this stage are still developing their oral language skills and so benefit from books with pictures that help them to understand what they hear. Toddlers will also often ask for favourite books to be re-read a number of times. As it takes multiple exposures to words for children to learn them, having the same book read over and over provides an excellent opportunity for toddlers to continue to develop their vocabulary as well as their grasp of grammar and overall understanding of a book's content.
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Types of Books to Choose
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Continue to choose books with flaps and varied textures as younger toddlers also find these books engaging.
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Rhyming books help toddlers to develop their awareness of sound patterns in words, which is important for learning to read.
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Concept books (letters of the alphabet, numbers, shapes, colours, emotions, etc.) are very useful for children at this stage.
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Choose books with content that reflects the everyday experiences and routines of toddlers.
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Look for books that increase the number of words toddlers are exposed to in a meaningful context, but which continue to be easy to understand.
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Select wordless picture books that allow your child to tell the story using the pictures.
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Tips for Reading
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Toddlers are more independent than babies and will probably want to do at least some of the reading themselves. Allow them to participate in the reading by pointing to pictures and asking questions such as 'What is this?' and 'What's happening on this page?' To make reading more interactive, use the dialogic reading approach, focusing on wh- and completion prompts. (View videos of dialogic reading in action.)
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If children wish to focus on pictures first, before listening to the story, allow them to do this. Doing a 'picture walk' through the book will allow the toddler to satisfy his or her curiosity about what comes next.
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You can begin to introduce your child to letter names and sound-letter correspondences, possibly beginning with the first letter of your child's name. As you read, you can point to letters and name them and also point to letters and say the most commonly associated sound. They will most likely not all be learned at this stage, but a few will be retained.
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Even though your toddler's attention span is increasing, it still won't be very long. Abbreviate longer texts and use actions and sound effects to keep your child engaged.
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As you read, track the print with your finger so that your child will make the connection between printed words and spoken words and understand that print carries meaning.
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Point out print in your child's environment (e.g., labels on food items, street signs) so that he or she can see that all printed words are readable.