Abstract In recent decades, there has been increasing emphasis on the impacts that reading to young children can have on their minds and ability to develop skills linguistics from an early age. This article provides research and studies that have identified the specific benefits that reading can have for young children and the extent to which it can help them not only with language development, but also with general knowledge and understanding of learning. In charting the reading, writing, and social-emotional progress observed in those children whose parents read to them consistently, it becomes evident that conducting these activities with young children can prepare them for significant success once they enter school. . It has been found, by numerous reports, that more frequent shared reading and the methods adopted when carrying out these techniques can have enormously beneficial impacts for young children and allow them a better opportunity to thrive in academics and, in general, communication Oral. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay Analyzing the developmental trends of infants and children, numerous studies have been conducted on the most effective child-rearing methodologies. In doing so, this research covered topics ranging from practices to undertake to improve cognitive or motor skills, as well as how to ensure optimal development in terms of learning and language. One of the most useful and effective methods considered, particularly as it relates to a child's language development, is parents reading to their children from infancy through early adolescence. A body of research has been conducted that reaffirms the fact that reading to children can have strong and positive outcomes, providing insight into the specific benefits reading has on a child's mind and how it will impact their abilities in the future. When analyzing the benefits of reading in early childhood, it becomes evident that parents should read to their children every day, as early exposure to language and speech ultimately leads to beneficial outcomes on overall language development. There are various reasons why parent-child reading leads to more positive outcomes in an adolescent's overall language development, especially considering the early exposure they receive to it. In doing so, studies have found that shared book reading can enable children to better recognize letters in early adolescence, as well as understand the differences between printed writing, how to hold a book, and a general knowledge of how a book works in first place (Duursma, Augustyn, & Zuckerman, 2008), all of which contribute to the acquisition of overall language skills. Early distinction between print and pictures leads to an earlier understanding of syntax and grammar, and recognition of alphabetic letters also increases the likelihood of earlier language development. As children are most exposed to the alphabet in early adolescence and to combining different letters to create numerous words, this exposes the child to a large amount of new and diverse vocabulary from the beginning. By conducting shared book readings with their children, parents stimulate the minds of their infants and toddlers, opening their minds to a wider range of vocabulary, thus improving their language development skills almost immediately. By understanding the meaning of new words early on, they are given a head start on identifyingnew words, while children who may not have been read to are just starting to discover some of this new vocabulary. A study promoting the practice of shared book reading between parents and children found that books read to children contain 50 percent rarer words than those seen on some of the most popular television programs, or even words used in conversations between parents. university students. In this way, shared book reading ultimately stimulates verbal interaction between children and parents and promotes a greater and faster level of language development. (Duursma, Augustyn, & Zuckerman, 2008) Exposure to a higher level and greater range of vocabulary from early childhood and throughout childhood, therefore, fosters a greater ability to develop understanding and implementation of multiple words and ultimately improves language development. reading ability significantly. By exploring the benefits of reading for children and the ways in which shared reading habits can help ensure correct language comprehension at the right age, it is clear that regular reading habits provide a foundation through which your child will learn better. the language in subsequent years. Not only does it enable the child to acquire language knowledge more easily, but it also enables him to make connections between spoken language and reading, providing a solid foundation through which the child will understand the importance of regular reading patterns and of reading. habits, thus further promoting language acquisition. Perhaps one of the main reasons young children are able to better understand language through shared reading is that parents become more engaged with the child, broadening their perspective of language in general and pushing them to think outside the box. . box from an early age. Thus, by studying the results of various mother-child interactions regarding book reading, it was discovered that label elicitation styles that are related to expressive language, point elicitation styles that are related to vocabulary and more receptive comprehension, as well as imitative vocabulary information style found that children benefit from all three of these components. Therefore, providing a variety of methods for early childhood reading and ensuring a diverse strategy for exposing children to these skills can promote greater language development in the child. (Karrass, 2015) When examining the above claims about shared reading and the ways in which parent-child reading can greatly promote the onset of language skills, it becomes apparent why young children often benefit so significantly from this activity. Regarding the information style related to imitative vocabulary, the child is already starting to learn to imitate the sounds that the mother is making to produce comprehensive words that exist in the language, thus gaining an advantage over other children who may not. they had the activity shared between them and their parents. Learning to imitate the words and sounds that occur during shared reading is known as phonological awareness, which refers to the ability to manipulate and emulate various sounds of oral language, and essentially imitate it, so that the child essentially learns the word. Thus, this awareness is an important part of understanding and developing spoken language and learning language from an early age. Shared reading takes on meaning, especially when analyzing the importance of joint attention in relation to relationshipsparent-child. and how it affects a child's overall development in later adolescence. Joint attention refers to the shared focus that is shared between two individuals, and therefore directs the attention and thought processes of two individuals towards a single subject or object. Joint attention has been found to be important in children's development because it allows the child, who is still learning at very fast rates, to be able to allocate their attention and focus on a specific topic, and thus learn from that experience. By doing so, children are better able to understand and learn about the topic in question, thus putting into perspective the beneficial impacts of shared reading between parents and children. In doing so, the research provides insight into how much reading is necessary for children's development, arguing that joint attention regarding book reading is an excellent way to ensure language development while simultaneously exposing children to social-social involvement. emotional. , gesture understanding and verbal labeling in more structured and adequate systems and contexts. (Farrant, 2012) Social-emotional engagement is crucial to the proper upbringing of every infant, as it provides them with an understanding of how the world around them works and the ways in which the world around them works. This is strongly related to the ideas of joint attention and shared book reading, as picture books not only allow for a better understanding of objects and subjects in the surrounding environment, but at the same time work to develop their language skills. The aforementioned gestures and verbal labeling by parents, therefore, allow the child to correlate words, sounds and map them to correspond to concepts and thoughts in the world. However, the same studies highlight the fact that children raised with low levels of joint attention or shared book reading resulted in less developed vocabulary, comprehension and language development. Thus, research findings show that the less exposure to joint attention a child has, the more likely he or she is to have problems receiving and understanding language when he or she enters school. Specifically, 70% of these children who do not experience sufficient levels of joint attention develop these language deficiency problems and thus provide insight into the intrinsic importance of shared reading between infants and parents. Furthermore, the ability to better ascertain and evaluate pictures and books has been shown to be positively related to language development, greatly increasing the likelihood of advanced language understanding at an early age. Perhaps one of the strongest indicators in favor of the parent-child book. -reading, is that of success in literacy, language and the overall learning benefits acquired by the child in subsequent years. Thus, it has been demonstrated through various forms of research that reading to children from infancy, up to the preschool and early elementary levels, allows them to improve their educational skills and achieve higher scores in categories such as reading and comprehension. reading. . Specifically, one study divided a group of elementary school students into “early,” “on time,” and “late” speakers, in order to see the impacts of early shared reading. They found that when they measured standardized criteria against each group of students, the early talkers had much higher levels of performance in reading, spelling and language than any other group. (Gilkerson, Richards, & Topping, 2015) These rates of return could beobserved in the extent to which language skills had increased, as well as in the child's ability to read, write and comprehend at more advanced rates than their counterpart students. . The significance of these studies provides insight into the long-term benefits provided by shared book reading activities, as children are exposed to advanced information and topics from early adolescence. Furthermore, it is interesting to note that these activities also lead to more positive results in the academic performance of students who belong to the lower socioeconomic status of society. Thus, it is known that children growing up in poor areas and in financially unstable families tend to pay less attention to the importance of their education.for a number of reasons. They are unable to concentrate optimally on their studies and, in general, the schools these children must attend do not have the same resources, material needs and opportunities offered to other schools. As such, it predicts a doubly bad scenario, in which fewer children embrace the importance of attaining an education, and largely due to the fact that many are unable to learn adequately from school books. Recent studies on the impact of joint attention and child-parent reading on children living in lower socioeconomic conditions have found that interventional book reading in a family can significantly improve children's oral language and written knowledge during the period shared. reading practices. (Gilkerson, Richards & Topping, 2015) Thus, it was found that these children who were subjected to parental reading showed significant progress and increases in academic achievement and performed much better on standardized tests. Therefore, despite the fact that these poorer families are often affected by problems that affect their children's education, shared book reading can be seen as an effective method to improve the performance of young students. Specifically, the study highlights the oral language understanding and print knowledge that children achieve after the application of joint attention book reading and shows the impact that early exposure to books can have for children. It allows them to better understand the world they live in, to understand how words and sentences are structured, which ultimately leads to their ability to better achieve knowledge at a faster and more efficient pace. Therefore, it can be seen that the impact of reading books by parents and children, from early childhood to the early stages of elementary school, can greatly help improve children's success rate and further prepare them for the goals they want pursue. in the future. Studies similar to those mentioned above have suggested that children who score and perform better in school generally have a greater number of books in their families, as well as having parents who conduct shared reading practices consistently from an early age. 'adolescence. (Goldfeld, et. al., 2012) Therefore, the importance of parents and the environment in general cannot be underestimated when looking at how the relationship between parents, children, reading and comprehension may play out in later years. As mentioned above, those who are read to more frequently, as well as children who have a greater number of books in the family as a whole, tend to have better literacy and learning outcomes. The importance of this can be seen in the need for parents to provide the appropriate environment in which children can learn from reading books withjoint attention, as well as being able to carry it into the early school years and later in their life. By preparing the groundwork ahead of time, parents can ensure that the impacts of shared reading are optimal and beneficial. To properly conduct joint attention and shared reading between child and parent, it is crucial that parents read to their children in specific ways, especially regarding the age the teenager may currently be at. Therefore, perhaps one of the biggest mistakes parents make in terms of this activity, specifically related to reading with their young children, is that they draw too much attention to the text and words on the page and fail to engage the child's mind to think about broader topics. In doing so, parents have to draw most of their child's attention and focus to the illustrations and pictures in the book, rather than what is actually written on the paper. Since children are clearly unable to understand the meaning of words, or even understand what stories and sentences actually mean, parents must use the method of sharing book reading techniques to give visibility to the variety of objects and ideas that exist in the world around them. Perhaps one of the main reasons why parents have refrained from reading to their children since childhood is due to the fact that the expected learning outcomes are much higher in the eyes of the parents, and often given that the activity is not carried out in the correct way. In doing so, it should be noted that there is a difference in the methods that parents adopt when reading to their children and that these techniques must both be implemented to ensure a positive outcome. Under no circumstances can a parent neglect an aspect of reading techniques, due to the imbalance it could cause for the child, and therefore not bring the potentially hoped-for results. Therefore, children are generally exposed to two forms of home literacy, including formal and informal literacy. In this way, informal literacy aims to convey the message contained in print, including the ideas and meaning of the story itself. On the other hand, formal literacy experiences focus more on the overlying components of the book, including displayed letters or pictures that represent certain components of the book and overall learning. (Phillips, Norris & Anderson, 2008) Therefore, there is a clear line between how parents should consider reading to their children and how they should ensure that they fully expand their children's knowledge instead of focusing simply on the context. The same studies show that, to achieve more effective and positive impacts in terms of academic achievement and language development in later years, parents must first conduct informal literacy reading, in order to draw attention to the individual components of the book . In doing so, by placing emphasis on the letters, illustrations, and other smaller factors that make up the larger book as a whole, parents will slowly expose their children to the wide range of ways in which thinking processes occur and will allow them to better structure this language and verbal understanding in a variety of mediums. In addition to home-based methods of joint attention in reading practices, young children can also be positively influenced in their early years of schooling, as teachers are taught the correct ways of shared reading with children. Specifically, the studies predict that teachers can undertake.