Blog Posts

Learning to Read and Loving to Read: Books for Learning to Read

Families often ask, “what types of books should I be reading aloud with my child at home?” There are actually many types of books you can use at home and they all have different purposes. In this two-part blog series, Dr. Erin Bailey explains which types of books are useful for teaching children how to read, which types of books are useful for helping children learn to love to read, and why both matter. 

In Part 1, Erin explores books used to help children learn how to read with licensed pediatric psychologist and Lovevery product strategist Dr. Caitlin Khoury. 

Why do the types of books we use at home matter when children are learning to read? 

Erin Bailey: Families often think reading is just reading, but different types of books serve very different purposes. Why is it important to be intentional about the kinds of books we choose? 

Caitlin Khoury: That’s such an important question. When children are learning to read, they’re developing foundational skills like phonological awareness, alphabet knowledge, and oral language. Different types of books support those skills in different ways. 

If we’re thoughtful about what we’re using and when, we can better support children as they move from learning the building blocks of reading to actually decoding and understanding text.  

What are the key early literacy skills children need to become readers? 

Erin Bailey: You mentioned foundational skills, can you walk us through what those are? 

Caitlin Khoury: Absolutely. There are a few core components we focus on: 

  • Phonological awareness – the ability to hear and manipulate sounds in words  
  • Alphabet knowledge – recognizing letters and understanding the sounds they represent  
  • Oral language development – vocabulary, storytelling, and comprehension  

These skills don’t develop all at once, they build over time. Books can be powerful tools to support each of them when used intentionally. 

How can families use alphabet books effectively? 

Erin Bailey: Alphabet books are so common in homes. How can families use them in a way that actually supports learning? 

Caitlin Khoury: Alphabet books are great, but how we use them matters. Instead of just pointing to a letter and naming it, we want to connect letters to sounds and words. 

For example, if you’re reading a page for the letter “B,” you might say: 

  • “This is the letter B. It makes the /b/ sound.”  
  • “Can you think of another word that starts with /b/?”  

This kind of interaction helps children make the connection between letters and sounds, which is essential for learning to read. 

What role do wordless picture books play in early literacy? 

Erin Bailey: Some families might not think of wordless books as “learning tools.” How do they support reading development? 

Caitlin Khoury: Wordless picture books are incredibly powerful. They build oral language and storytelling skills, which are foundational for comprehension. 

When children “read” these books, they’re: 

  • Creating narratives  
  • Using new vocabulary  
  • Practicing sequencing and story structure  

Caregivers can support this by asking open-ended questions like, “What do you think is happening here?” or “What might happen next?” 

This builds the language skills children need before they ever decode printed words. 

What is shared reading, and why is it so important? 

Erin Bailey: Let’s talk about shared reading. What does that look like in practice? 

Caitlin Khoury: Shared reading is when a caregiver and child read together in an interactive way. It’s not just reading to a child—it’s reading with them. 

One effective strategy is turn-taking, where: 

  • The adult reads part of the text  
  • The child participates, maybe by repeating a word, finishing a sentence, or identifying a letter  

This keeps children engaged and helps them build confidence as emerging readers. 

When should families introduce decodable books? 

Erin Bailey: At what point should families start using decodable books? 

Caitlin Khoury: Decodable books are most helpful once children have some letter-sound knowledge. These books are designed so children can practice applying what they’ve learned. 

The key is to match the book to the child’s skill level. If a child knows certain letter sounds, the book should primarily include those sounds so they can successfully decode the words. 

This helps build accuracy, confidence, and a sense of independence. 

How can families tell if a book is the right fit for their child? 

Erin Bailey: This can feel overwhelming for families, how do they know if they’re choosing the right books? 

Caitlin Khoury: A good rule of thumb is to look for just the right level of challenge. If a book is very easy, children may not be building new skills. It’s helpful to include books that offer opportunities for growth, while also encouraging children to explore any books that spark their interest, with support along the way. 

We want children to feel successful while still being stretched a bit.  

Why is play such an important part of learning to read? 

Erin Bailey: One of the things I love about your work is how you emphasize play. Why does play matter so much in early literacy? 

Caitlin Khoury: Play makes learning engaging and meaningful. When children are having fun, they’re more motivated to participate and that’s key to building skills over time. 

Whether it’s playing with sounds, telling stories, or interacting with books, those playful moments help children develop the skills they need without it feeling like work. 

Final Thoughts: Building the Foundation for Reading Success 

Learning to read is a process that starts long before children can decode words on a page. By using a variety of books—alphabet books, wordless picture books, shared reading experiences, and decodable texts—families can support the essential skills children need to become confident readers. 

In Part 2 of this series, we’ll explore how to choose books that help children fall in love with reading because building skills is only part of the journey.