Reading aloud to children : is there a relationship to reading achievement?

This qualitative participant research paper focuses on the importance of reading aloud to children at a young age. Results indicated that being read to at an early age was not enough, in and of itself, to predict reading achievement. However, the amount of parental interaction between the parent, child, and text can affect a child\u27s reading achievement. Children who were exposed to dialogic read-alouds tended to become more independent readers, who chose to read on their own, later in elementary school. It is hoped that educators and parents will understand the importance of including children in a dialogic reading approach while reading aloud to children at an early age