prereading

Prereading refers to the stage or set of activities that prepare a person to read text. In literacy development, prereading encompasses the skills, knowledge, and attitudes that precede decoding and fluent reading. It can occur in early childhood, preschool, or the initial years of schooling and may include both informal experiences and structured instruction. Prereading is distinct from actual decoding and comprehension, which emerge as children map letters to sounds and build word knowledge.

Key prereading skills include print concepts (understanding that print carries meaning, how books are read left-to-right, and the function of a title and author), letter knowledge (recognizing letter names and shapes), phonological awareness (ability to hear and manipulate sounds at the syllable and phoneme level), and oral vocabulary and language skills. A rich oral language foundation, narrative skills, and knowledge about books and the world support later reading. A motivated and positive experiences with books also influence engagement with reading.

Common prereading activities include shared reading, talking about pictures, predicting what a text is about, introducing new vocabulary before reading, and reinforcing print concepts during daily routines. Environment matters: access to print-rich spaces, alphabet displays, and opportunities to handle books. Explicit instruction may be combined with child-initiated exploration and play.

Assessment of prereading typically relies on informal observation and screening measures that examine print awareness, letter knowledge, phonological awareness, and vocabulary. Early prereading supports are linked to later decoding and reading success, though progress varies with background, instruction quality, and individual development. Effective prereading programs emphasize both skill development and enjoyment of reading.