WHY PARENTS MATTER Part 8: SUMMARY AND CONCLUSIONS

CONCLUSIONS

Why Parents Matter

The research shared in this article highlights how environmental factors can influence reading development in a child. The research makes clear that parents can make a difference in the child’s journey of learning to read. While we recognize that reading is a complex set of skills, there are actions that can be taken to support the learning of reading. The steps are easy to put into place and will lend additional benefits to the development of language, executive function, memory, attention, self-awareness and so much more. 

Parents can make a difference

Emphasis has been placed on the effects of small changes in daily routines that can support the brain skills they need for reading. Short, simple reading moments at home—a few pages before bed, a quick story in the car, a chat about a picture or a new word—all add up.

The studies reviewed show that parents can make a real difference by:

1.   Creating a book-friendly home:

Keeping books within reach, reading aloud most days (even for just a few minutes), and talking about stories and new words.

2.   Protecting sleep and quiet time:

Having calming bedtime routines, limiting stimulating screens before bed, and allowing the brain the rest it needs to focus and learn.

3.   Swapping some screen time:

Playing board games, car-ride word games, or having simple conversations and shared activities that build language, memory, and self-control.

4.   Guarding against overload:

Avoiding overscheduling so children have time to unwind, play, and develop inner motivation and self-direction.

Consistency over Perfection

None of these steps need to be perfect or time-consuming. What matters is consistency over perfection. When children see reading as a normal, enjoyable part of family life—and see the adults around them reading, too—their skills, confidence, and love of reading have the space to grow. In short, all is not hopeless. With small, realistic changes at home, many children can make meaningful progress in learning to read, whether or not they have a disability.