Active reading involves reading a book with a child rather than reading a book to a child. This evidence-based approach improves children’s language skills, vocabulary, and ability to understand what they read on their own.
Active reading works with children from as young as six months through sixth grade. (For the younger children you’ll want to focus more on the pictures.) In active reading, an adult shares a picture book with a child and provides the child with multiple opportunities to talk about and engage with the pictures, words and ideas in the book. The adult’s role is to be an active listener, ask questions, and get the child talking and thinking about the book.
If you have a young child you’ll be reading the same books over and over (and over). You can do active reading every time you read, or some times, depending on what your child wants. It’s all about following your child’s lead. When our research assistant sits down with her toddler to read a new book, the first few readings are just about hearing the book, then, when they both know the book, she uses more active reading strategies. The idea is to encourage your child to talk about the book and, the more you read a book the more your child will be able to talk about it. Eventually, your child will be able to read the book to you!
|Types of Questions||Definition||How it helps||Example from No David!|
|Fill in the blank||Stop reading a sentence or section and let your child finish the words||Teach children about the structure of language||“David’s mother always said, _____”|
|What happened||Questions that ask what happened in the text||Encourage children to explain, recall, and order events in the story.||What did David do?|
|Why questions||Questions that ask: what, when, where, why, and how||Build child’s vocabulary and comprehension||What is David playing with? How does David feel when he is in time out?|
|Open ended questions||Questions that encourage children to explain and explore the pictures in books||Build a child’s verbal expression and attention to detail||Tell me about this picture.|
|Remember when||Questions that connect what the child read about in the book to his or her life||Strengthen the “bridge between a book and the real world” while building a child’s conversation and narrative skills||Remember when played in the house. What did you play?|
Active reading also involves providing good feedback to the answers your child gives you. For example, imagine that while reading No, David!, you ask your child “What did David do?” and she tells you that “David was dirty.” You can use this three-step process to give your child feedback:
|Step||What you do||Example|
|Evaluate||Tell your child if their answer is right or wrong||Yes, he is dirty|
|Expand||Add more information to your child’s response|
Ask a follow up question
|He tracked mud on the carpet too|
How do you think his mom felt when David got the carpet dirty?
|Repeat||Repeat the question to see what your child has learned||What did David do?|
Best for Families. This video shows a mom reading with a young boy. It’s obvious that the child has read this book before! Notice how the mom evaluates and expands on the child’s comments.
Best for Teachers. This video is an example of how a teacher engages children in active reading in a larger group. Notice how the teacher responds to the kids’ comments, uses fill-in-the-blank prompts, and defines vocabulary. (From the Frank Porter Graham CONNECT Modules.)
Best for English language learners. Resources and modules from Loyola Marymount University explain how to use active reading with students who are from linguistically and culturally diverse homes.
Are you doing active reading with your kids or do you have an idea for how we could improve? We want to hear about it! Email us at firstname.lastname@example.org
We have put together a video about active reading and how it can help improve your child’s literacy, we have included both English and Spanish versions of the video for your convenience
Active reading has three easy-to-do parts: