Here’s what the ReadAskChat Method includes
Encourage children’s critical thinking and reflection
Encourages children to express their thoughts and creativity
Call for personal opinion and interpretation
A Focus on Science and Higher-Order Thinking
Cultivates close observation, wonder, respect for nature, questioning strategies, and knowledge attainment
Guide adults in sustaining conversation chains that boost everyone’s intellectual confidence
Support ongoing learning through hands-on activities and exploration, storytelling, playacting, and art projects
CHILD AND ADULT NAME
RESEARCH SUPPORTING THE READ-ASK-CHAT METHOD™
80% of human brain development occurs during the first three years of life — before formal schooling begins.1
Parents have the greatest influence on their children’s long-term academic achievement during the first five years.2
Talking about stories grows children’s language, social- emotional core, and readiness for school success.3
When teachers encourage families to read and talk about books at home, children make substantial gains in early language and literacy skills.4
Reading aloud to children has benefits for behavior, attention, and language development.5
Back-and-forth conversation between adult and child accounts for significant growth in children's brain development and increases in language skills (e.g., vocabulary, grammar, and verbal reasoning), regardless of parental income or education.6
Social interactions between adults and young children enable children to develop language and thinking at higher levels than they could independently.7
Intensive early exposure to science concepts and knowledge before kindergarten can close science achievement gaps.8
High-quality 0–5 programs for educationally at-risk children can deliver a 13 percent per year return on investment.9
J. P. Shonkoff & D. A.. Phillips (Eds.). From Neurons to Neighborhoods: The Science of Early Childhood Development. National Academy of Sciences, 2000.
Fielding, Lynn D.; Jay Maidment; & Christian N. K. Anderson. “Readiness for Entering Kindergarten: The Impact on Future Academic Achievement.” Working paper (2019).
American Academy of Pediatrics. “Policy Statement: Literacy Promotion: An Essential Component of Primary Care Pediatric Practice.” 2014. American Academy of Pediatrics, Council on Communications and the Media. “Policy Statement: Media and Young Minds.” Pediatrics, October 2016.
YaeBin Kim & Dave Riley. “Accelerating Early Language and Literacy Skills Through a Preschool‐Home Partnership Using Dialogic Reading: A Randomized Trial.” Springer Child & Youth Care Forum https://doi.org/10.1007/s10566-021-09598-1. January 2021.
Alan L. Mendelsohn, Carolyn Brockmeyer Cates, Adriana Weisleder, Samantha Berkule Johnson, Anne M. Seery, Caitlin F. Canfield, Harris S. “Huberman and Benard P. Dreyer. Reading Aloud, Play, and Social-Emotional Development.” Pediatrics May 2018, 141 (5)
Romeo, Rachel R.; Julia A. Leonard; Sydney T. Robinson; Martin R. West; Allyson P. Mackey; Meredith L. Rowe; & John D. E. Gabrieli.“Beyond the 30-Million-Word Gap: Children’s Conversational Exposure Is Associated With Language-Related Brain Function.” Psychological Science. Vol. 29.5, pp. 700-710. Article first published online: February 14, 2018. Issue published: May 1, 2018.
Vygotsky, L. S. Mind in Society: The Development of Higher Psychological Processes. Harvard University Press, 1978. (Original work published in 1934.)
Morgan, Paul L.; Farkas George; Hillemeier, Marianne M.; & Maczuga, Steve. “Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors.” Educational Researcher. January/February 2016 vol. 45 no. 118-35.
García, Jorge Luis, James J. Heckman, Duncan Ermini Leaf, and María José Prados. “The Life-cycle Benefits of an Influential Early Childhood Program.” NBER Working Paper No. 22993. Issued in December 2016