Most of us know that it is good to read to our children every day, but few of us are aware of the newest discoveries in neuroscience, showing that reading aloud actually stimulates the growth of a baby's brain.

Before the age of 1, a child has twice as many brain cells as an adult. The more these are stimulated by reading, singing, games, etc., the more brain cells will remain when the child becomes an adult. This new understanding, of how the brain develops and the crucial role of early language experiences, including reading, came about in the past few years, due to a burst of research activity. Extraordinary advances in neuroscience have been facilitated by the development of sophisticated research tools such as brain imaging technologies, making it possible to study the actual growth and working of the brain.

What the research shows:

• An infant's brain structure is not entirely genetically determined. Early experiences have a decisive impact on the architecture of a baby's brain. How humans develop and learn depends critically and continually on the interplay between an individual's genetic endowment and the nutrition, surroundings, care, stimulation, and teaching that are provided or withheld.¹
• "A child care provider reads to a toddler. And in a matter of seconds, thousands of cells in these children's growing brains respond. Some brain cells are 'turned on', triggered by this particular experience. Many existing connections among brain cells are strengthened. At the same time, new brain cells are formed, adding a bit more definition and complexity to the intricate circuitry that will remain largely in place for the rest of these children's lives."²
• The development of early literacy skills through early experiences with books and stories is critically linked to a child's success in learning to read.³

• Development of literacy is a continuous process that begins early in life and depends heavily on environmental influences.⁴
• Children who are read to from an early age are more successful at learning to read.).⁵
• "...reading aloud to children is the single most important intervention for developing their literacy skills," according to a 1985 study by the National Commission on Reading.⁶
• Early reading experiences are now recognized as being of such importance that the American Academy of Pediatrics recommends that "pediatricians prescribe reading activities along with other instructions given to parents at the time of well-child visits." The President of the Academy, Dr. Robert E. Hannemann, stated: "We strongly recommend daily reading to children from six months of age."⁷

1. Rethinking the Brain: New Insights Into Early Development, Report of the Conference on Brain Development, University of Chicago, 1996 - This report is available from the Families and Work Institute, 330 Seventh Avenue, New York, NY 10001.
2. Ibid
3. Snow, C.E., & Ninio, A. (1986). The contracts of literacy: What children learn from learning to read books. In W. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. 116-137). Norwood, NJ: Ablex.
4. Schickendanz, J.A. (1986) More Than ABC's: The Early Stages of Reading and Writing, National Association for the Education of Young Children, Washington, DC.
5. Teale, W. (1988). "Emergent Literacy as a Perspective for Examining How Young Children Become Readers and Writers," Emergent Literacy, Norwood.
6. As quoted in "A Pediatric" Early Literacy Program," the Program Manual for Reach Out and Read.
7. Press Statement, American Academy of Pediatrics, April 16, 1997 (for additional information, American Academy of Pediatrics, Chicago, IL - 847-981-7131)