International Read to Me Day: Research and the Importance of Early Literacy

Emily Solari is the Edmund H. Henderson Professor of Education at the University of Virginia's School of Education and Human Development. Her research focuses on early reading development, assessment, and instruction, with a particular emphasis on developing and testing interventions for students at risk for reading difficulties, including those with autism spectrum disorder and English language learners and dyslexia.

In classrooms across the country, teachers regularly pause during the school day to read aloud to students. While this activity may seem simple, these shared reading experiences represent an important early connection between spoken language and written text. For many children, these classroom moments help build familiarity with books, language, and storytelling long before they are able to read independently. 

Observed annually on March 19, International Read to Me Day highlights the role that shared reading experiences can play in supporting early language and literacy development. While independent reading is the goal of early literacy instruction, research suggests that reading aloud to children provides valuable opportunities for exposure to vocabulary, sentence structure, and narrative forms that may not yet be accessible through independent reading. 

Research on early literacy development suggests that these experiences matter. A large body of evidence demonstrates that early reading proficiency is strongly associated with long-term academic outcomes. Studies have consistently found that students who are not reading proficiently by third grade face significantly higher risks of ongoing academic difficulty, including challenges in later coursework and lower rates of high school completion. 

The Value of Reading Aloud 

Research in early childhood literacy has shown that children benefit from frequent exposure to spoken language and rich vocabulary in their early years. Reading aloud can contribute to this exposure by introducing children to new words, ideas, and forms of expression that extend beyond everyday conversation. 

Studies examining shared reading practices have found that reading aloud can support the development of listening comprehension, oral language skills, and familiarity with the structure of written language. When children hear stories read aloud, they are exposed to more complex language patterns and narrative structures than those typically encountered in casual speech. These experiences may help children build background knowledge and language skills that support later reading development. 

Shared reading can also create opportunities for discussion about stories, vocabulary, and meaning. When adults pause to ask questions or explain new words, children are encouraged to think more deeply about what they hear. These interactions can help strengthen both language comprehension and engagement with texts. 

Importantly, early language exposure varies widely among children. Differences in access to books and language-rich environments can influence early literacy development. As a result, consistent opportunities to hear books read aloud—whether at home, in early childhood programs, or in schools—can play an important role in expanding children’s access to language and print. 

The Importance of Evidence-Based Reading Instruction 

While reading aloud provides valuable language exposure, research shows that effective literacy development also requires systematic, evidence-based instruction. Decades of research in cognitive science and education have identified key components of successful reading development, including explicit instruction that helps students understand the relationship between letters and sounds, develop decoding skills, and read with accuracy and fluency. 

Research also emphasizes the importance of early assessment and targeted support. When educators identify students who need additional reading support in the early grades, timely interventions can help strengthen foundational skills. Evidence-based interventions have been shown to significantly improve reading outcomes when implemented early and consistently. 

The Role of Evidence-Based Education Policy 

Research findings alone do not influence classroom practice unless they are supported by policies that promote effective instruction. Evidence-based education policy plays an important role in translating research on literacy development into classroom practice. 

Policies that prioritize early literacy, invest in teacher preparation aligned with research on reading development, and support the adoption of high-quality instructional materials can help ensure that schools are equipped to provide effective reading instruction. Research also indicates that professional development and ongoing training are critical for helping educators implement evidence-based practices effectively. 

In addition, policies that support early screening for reading difficulties and access to intervention services can help schools respond more effectively to students’ needs. When educational decisions are guided by research and data, they are more likely to support instructional practices that lead to improved outcomes for students. 

Literacy as a Community Priority 

Research on literacy development also highlights the importance of environmental and community factors in shaping children’s reading experiences. Access to books, early childhood learning opportunities, and community-based literacy initiatives can influence the quantity and quality of children’s early language exposure. Communities that support literacy through libraries, early learning programs, and partnerships with schools help create environments where reading and learning are accessible and valued. These efforts can expand opportunities for children to engage with language and print beyond the classroom. 

Community involvement is also particularly important for students who experience difficulty learning to read. Research indicates that evidence-based tutoring in structured literacy can significantly improve reading outcomes. Community organizations, volunteer programs, and partnerships with schools can help provide additional tutoring opportunities that extend beyond the school day. 

International Read to Me Day highlights the important role that reading aloud can play in supporting early literacy. Shared reading experiences help introduce children to language, vocabulary, and stories that build early interest in books. At the same time, improving literacy outcomes requires more than reading aloud alone. Evidence-based instruction, strong education policy, early support for students who need additional help, and community engagement all play important roles. Together, these efforts can help ensure that more children develop the literacy skills they need to succeed.