What does reading aloud do for a family in crisis?

Abstract

There is ample documentation of the role of bedtime story and other read-aloud experiences in the success or difficulty for children in learning early school literacy. Children who have been read to a lot almost always have an easier start to success in reading than do those who have had little or no exposure to reading in the home before they start school. What is the experience with read-alouds of children in such difficult circumstances as finding themselves in emergency accommodation? How can mothers who are in this particular situation be helped to provide the kinds of literacy effects that will support family relationships and build the chances of their children succeeding in learning to read? If the mothers themselves are not well equipped to provide this kind of experience, how can they be assisted to understand the benefits of reading aloud and to develop the personal skills to do so? This paper begins an exploration of the issues in this complex situation, and proposes a pilot study and project to work with mothers in Family Emergency Accommodation, providing literacy experiences and reading materials for the mothers and children.