Reading Before Speaking: How Early Reading Reduces Gaps

Reading is a key tool to foster child development from the very first months of life. Sharing words and stories with babies sparks their curiosity, strengthens the foundations of language, stimulates their brains, and supports future learning.

In this blog post, we explore why exposing children to books and reading from early childhood matters, what the current situation looks like in Latin America and the Caribbean, and how reading can be incorporated into everyday family life, drawing on evidence and experiences from across the region. 

Reading to children from an early age is a way to spend time together, express affection, and build connection, but it is also essential for their overall development. From babbling to clear first sentences, every stage of language development is deeply interconnected with the stimulation children receive at home and in other care settings.

It is important to keep in mind that the human brain is not born ready to read. Reading is learned through daily practice, by translating shapes and sounds into meaningful language. Along this path, shared reading not only expands vocabulary, but also strengthens comprehension skills, image recognition, and analytical thinking. In addition, by watching their parents or caregivers read, children absorb how language is used and how books can become part of everyday life. 

In our region, linguistic stimulation, that is, interactions involving words, stories, and conversations through reading activities or the availability of children’s books at home, varies depending on households’ socioeconomic and educational contexts.

Data from ten countries, collected between 2018 and 2022, show that 35% of children in rural households or whose mothers did not complete secondary education, read with an adult. This proportion rises to 42% when mothers have higher levels of education and to 40% in urban areas. 

The availability of children’s books at home also reflects disparities: between 2 and 3 out of 10 rural households or households where mothers did not complete secondary school have at least three children’s books. By contrast, in urban households or those where mothers have higher levels of education, the proportion increases to 4 out of 10.

In the most vulnerable households, children also recognize and use fewer words than those with greater resources. Developmental gaps accumulate in such a way that, by age five, children of mothers with primary education reach language levels similar to those of three-and-a-half-year-old children whose mothers have higher education. These figures show that expanding access to books and promoting high-quality interactions at home represent a concrete opportunity to strengthen language development and learning from very early ages.

That is why at the IDB, we continue to support countries in the region in implementing family support programs that promote reading at home, storytelling, and structured language play as part of daily routines between caregivers and children. In several countries, adaptations of the Reach Up and Learn program help strengthen key skills associated with future reading. 

Promoting reading does not require major investments. Small, everyday actions that integrate books into family life can make a big difference. Here are some practical recommendations:

• Read together interactively. Asking questions, commenting on illustrations, and encouraging the child to respond strengthen comprehension and vocabulary.
• Give exclusive attention. Reading during a quiet, distraction-free moment reinforces emotional bonds and helps children associate reading with enjoyment.
• Keep materials accessible. Having books, magazines, or written materials at home and allowing children to see and handle them helps make reading a natural habit.
• Choose age-appropriate books. Select titles based on the child’s age, preferences, and interests to foster engagement and connection.
• Make the most of images. In the early years, clear illustrations help children follow the story and build meaning.
• Turn books into happy moments. Affectionate interaction during reading — responding to babbling, talking about the book, smiling — is key for children to associate reading with joy and emotional connection. 

Promoting reading from the earliest years expands learning opportunities and strengthens fundamental skills for future educational trajectories. Integrating books into daily routines is a simple action with cumulative effects over time.

At the IDB, we support countries in Latin America and the Caribbean in designing and implementing policies and programs that strengthen high-quality early interactions and promote language development from the home. Investing in early childhood reading means investing in human capital, future productivity, and equal opportunities from the very beginning of life.

Learn more about the Bank’s projects to promote high-quality early interactions across the region: Challenging Inequalities.