Why Literacy Matters: How Reading and Writing Shapes Your Child's Future

By Kelly Hutton

If you can do anything for your child, spoil them with books - at the library, charity shops, wherever you can find them

It is easy to think that reading and writing are skills for school, things a child needs to do well in class. But research shows us that early literacy impacts much more than schoolwork. In fact, strong early literacy is linked to better health, income, emotional well-being and long-term life satisfaction.

Studies consistently show that children who develop early reading skills go on to do better in school and in life (Strickland et al., 2004; Westall & Cummings, 2023). Literacy isn't just a subject; it's a foundation for opportunity.

The Lifelong Impact of Early Literacy Skills

According to the Education Policy Innovative Collaboration (2023), American states that implemented early literacy policies saw measurable improvements in children's reading achievement, especially in the early primary years. More impressively, these changes helped to narrow gaps between different social and ethnic groups, showing just how powerful early intervention can be.

And it goes beyond the academics. Struggles with reading in childhood are linked to higher chances of dropping out, unemployment, poor mental health, and even involvement with the justice system (Hernadez, 2011; Cunningham & Stanovich, 1997). The sooner we support literacy, the better the outcomes.

The Role of the Home: Small Things Make a BIG Difference

Children don't just learn at school; in fact, they begin way before they get there, from the very first words spoken to them at home.

A study by Davidse et al. (2011) showed that three major skills: vocabulary, letter knowledge, and short-term memory, were all predicted by how much a child had been exposed to books in the early years. Simply put: the more a child hears stories, talks about books, and interacts with print at home, the more prepared they are for success in literacy.

This isn't about formal lessons or pressure, far from it. It is about creating a language-rich environment where children hear interesting words, ask questions, explore books and feel confident to try. So even if you are not confident in reading aloud, there are many ways for you to promote this without putting pressure on yourself to do the reading.

But What if Reading is Really Hard?

Some people will struggle with reading, and that's ok. This is not a sign of failure, simply a signal for support.

The international study by Majorano et al. (2021) points out that early skills like phonological awareness (hearing the sounds in words), memory and motor coordination are all strong predictors of how well a child will read and write later. The good news? These are skills that can be developed through a combination of the right activities, play, and encouragement, especially in the home!

It's important to remember that though this research is based in other countries, with different languages and education systems, the great thing about literacy skills is that the themes are universal: early exposure, strong parent-child interactions, and language-rich environments matter everywhere!

What Can You Do, Starting Today?

• Talk a lot with your child. Use big words, silly rhymes and curious questions. This builds a vocabulary for them, which widens their worldview.

• Let them hear books being read aloud. You may not feel confident doing this yourself, but you can use audiobooks for them to follow along with - even if they can read to themselves! Share stories, build connections and vocabulary.

• Play with letters and sounds wherever you are - in the bath, in the car or at the dinner table. Get the first sound of a word wrong and let them correct you! This builds their phonological awareness, being able to pick out the sounds of words, an essential skill for reading.

• Celebrate their progress and don't worry about perfection. Anyone, no matter our age, needs the motivation to do something because we WANT to do it, and by not applying pressure and being allowed to just enjoy the process, they will enjoy reading.

• Trust that your efforts matter - because they really do.

As Strickland et al. (2004) said, literacy learning starts long before school begins, and what you do at home makes a powerful difference. It is never too late to introduce a wide selection of books, and if you want to spoil your child, there is no better way to spoil them.

You Are Not Alone

If you would like support in building a rich, practical literacy environment at home, our FREE Early Literacy at Home Workshop is here to guide you. It's warm, research-informed, and packed with everyday ideas that make a real difference.

You can register by clicking the link:

Early Literacy at Home: Register here

You will get access to:

• Additional downloadable resources

• Helpful guide videos

• Ongoing support for you and your child

Because when we nurture early literacy, we nurture a child's future.

References

Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934–945. https://doi.org/10.1037/0012-1649.33.6.934

Davidse, N. J., de Jong, M. T., Bus, A. G., Huijbregts, S. K., & Swaab, H. (2011). Cognitive and environmental predictors of early literacy skills. Reading and Writing, 24(4), 395–412. https://doi.org/10.1007/s11145-010-9233-3

Education Policy Innovation Collaborative (EPIC). (2023). Parental Provision of Early Literacy Environment as Related to Reading and Educational Outcomes Across the Academic Lifespan.

Hernandez, D. J. (2011). Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation. The Annie E. Casey Foundation.

Majorano, M., Lavelli, M., Zuccarini, M., & Lenti Boero, D. (2021). Literacy skills and predictors in typically developing Italian children from preschool to early primary school. Child & Youth Care Forum, 51, 113–138. https://doi.org/10.1007/s10566-021-09611-7

Schoon, I. (2015). The Impact of Early Life Skills on Later Outcomes. Centre for Analysis of Youth Transitions.

Strickland, D. S., Morrow, L. M., Neuman, S. B., Roskos, K., Schickedanz, J. A., & Vukelich, C. (2004). The Role of Literacy in Early Childhood Education. Reading Teacher, 58(1), 86–89.

Westall, D., & Cummings, L. (2023). Parental Provision of Early Literacy Environment as Related to Reading and Educational Outcomes Across the Academic Lifespan.