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Reading is one of the most critical skills a child will ever learn. It’s not just about sounding out words—it’s about building a foundation for lifelong learning, creativity, and opportunity. Research shows that children who are not proficient in reading by the end of third grade are four times more likely to drop out of high school compared to peers who read on grade level¹.
That’s a sobering statistic, but the good news is this: parents can make a big difference. Schools do a lot to teach reading, but what happens at home often matters just as much. By making a few intentional changes in daily routines, parents can help children strengthen their literacy skills, perform better on assessments, and, more importantly, discover the joy of reading.
Here are five research-backed strategies parents can use to support their child’s reading growth at home and boost reading scores in school.
1. Make Reading Part of the Daily Routine
When it comes to literacy, consistency is everything. The National Reading Panel (2000) concluded that frequent reading practice is one of the most effective predictors of achievement². Yet many children, especially once school schedules get busy, don’t read outside of the classroom.
Studies show that a child who reads for 20 minutes daily will be exposed to nearly 1.8 million words a year, while a child who reads for just 5 minutes daily encounters only 282,000³. Over time, this gap in word exposure creates massive differences in vocabulary, comprehension, and test performance.
What parents can do:
- Establish a fixed “reading time” each day—before bed is a favorite choice for many families.
- Encourage children to bring a book everywhere (car rides, waiting rooms, bus trips).
- Treat reading like exercise: the more consistent the practice, the stronger the skill.
Even if your child is already a strong reader, maintaining this daily practice ensures steady growth and keeps reading enjoyable rather than a “school-only” task.
2. Surround Your Child with Books and Stories
Access matters. A home that is rich with print materials—books, magazines, newspapers—creates a culture of reading. Research by Allington et al. (2010) found that simply giving children access to self-selected books over the summer significantly reduced reading loss, especially among lower-income families⁴.
It’s not just about the number of books, but also the variety and relevance. Children are more motivated when they see themselves represented in stories and when books reflect their interests. Nonfiction, comics, graphic novels, and digital resources all count.
Digital platforms also play an important role. Korat & Shamir (2007) showed that interactive digital storybooks—when used appropriately—improve comprehension for struggling readers⁵. These resources can be especially helpful when children have limited access to physical books.
What parents can do:
- Build a small home library with books at your child’s level. Used book sales and libraries are affordable options.
- Rotate reading materials to keep things fresh.
- Offer a mix of formats: print books, e-books, audiobooks, and magazines.
- Expose kids to a range of genres—mystery, biography, fantasy, informational texts—so they learn to read for different purposes.
By surrounding your child with diverse reading opportunities, you give them the chance to find books that ignite their curiosity and keep them coming back for more.
3. Build Vocabulary Through Everyday Conversations
Vocabulary is one of the strongest predictors of reading comprehension⁶. Without a strong vocabulary, children may be able to read words fluently but still struggle to understand what they mean.
Instead of teaching words through rote memorization, research supports learning vocabulary in context. Beck, McKeown, and Kucan (2013) recommend focusing on “Tier Two” words—high-utility words that children are likely to encounter across many subjects (e.g., contrast, observe, predict).
Biemiller & Boote (2006) further demonstrated that explaining new words as children encounter them in stories significantly improves both short-term and long-term vocabulary knowledge⁷.
What parents can do:
- Pause during story time to explain tricky words.
- Introduce new words during everyday conversations (“Let’s observe what happens when we mix these paints”).
- Encourage children to use new words in sentences of their own.
- Play word games like “synonym search” or “word detective,” making learning interactive and fun.
Think of vocabulary-building as a natural extension of conversation. Every dinner chat, car ride, or bedtime story is a chance to expand your child’s word bank.
4. Read Aloud Together and Talk About Stories
Many parents assume that once a child can read independently, read-aloud sessions are no longer necessary. In fact, research shows that older elementary children still benefit greatly from hearing stories read aloud. Biemiller & Boote (2006) found that listening to stories with adult explanation of new words significantly improved vocabulary acquisition⁷.
Another powerful method is dialogic reading—a style of reading where the adult asks open-ended questions, encourages predictions, and invites the child to take an active role in storytelling. Whitehurst et al. (1994) demonstrated that dialogic reading significantly boosted comprehension and expressive language⁸.
What parents can do:
- Continue to read aloud daily, even with 8–10 year olds.
- Ask open-ended questions: “Why do you think the character made that choice?” or “What might happen if the story ended differently?”
- Encourage children to summarize what they’ve read in their own words.
- Share personal connections: “This story reminds me of when I was your age…”
Reading together strengthens comprehension and also creates bonding moments that reinforce reading as a pleasurable, social activity.
5. Use Technology to Support, Not Replace, Reading
Technology has become an inseparable part of childhood, and it can be harnessed to support literacy development. Cheung & Slavin (2012) found that computer-assisted reading programs had positive effects on reading achievement in elementary students, especially when used to personalize instruction⁹.
The key for parents is balance. Technology works best when paired with human interaction, not as a substitute for shared reading or real books. Adaptive learning platforms, e-books with narration, and storytelling apps can keep reluctant readers engaged, but they should supplement—not replace—traditional reading practices.
What parents can do:
- Use literacy apps or e-books as a reward or supplement, not the main reading practice.
- Explore apps that offer leveled or adaptive reading tailored to your child’s progress.
- Combine digital and print: encourage your child to read along in the physical book while listening to an audiobook.
- Model balanced use of screens: show your child that technology is a tool, not just entertainment.
When technology is used intentionally, it can turn reading into a more interactive and personalized experience, especially for children who need extra motivation.
Final Thought
Improving reading scores isn’t about drilling your child with flashcards or pressuring them with test prep. It’s about creating the right conditions for practice, curiosity, and joy. When parents commit to daily reading, surround their children with books, nurture vocabulary, share stories, and use technology thoughtfully, they give their kids a huge head start—not just for tests, but for life.
Reading is more than a skill. It’s a doorway to imagination, empathy, and confidence. With small daily habits, you can open that door wider for your child.
References
- Hernandez, D. J. (2011). Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation. Annie E. Casey Foundation.
- National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. NIH.
- Nagy, W., & Herman, P. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. Hillsdale: Erlbaum.
- Allington, R., McGill-Franzen, A., Camilli, G., et al. (2010). Addressing summer reading setback among economically disadvantaged elementary students. Reading Psychology, 31(5), 411–427.
- Korat, O., & Shamir, A. (2007). Electronic books versus adult readers: Effects on children’s emergent literacy. Journal of Computer Assisted Learning, 23(3), 248–259.
- Snow, C. E. (2002). Reading for Understanding: Toward an R&D Program in Reading Comprehension. RAND.
- Biemiller, A., & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98(1), 44–62.
- Whitehurst, G. J., et al. (1994). Dialogic reading: An effective way to read aloud with young children. Reading Rockets.
- Cheung, A., & Slavin, R. E. (2012). The effectiveness of educational technology applications for enhancing reading achievement in K–12 classrooms: A meta-analysis. Educational Research Review, 7(3), 198–215.