The Power of a Mother’s Voice

As an educator and as a principal, I am often asked, “When does reading begin?” Traditionalists would say reading begins in the first grade, with reading readiness as a precursor in kindergarten. This thinking is based on the assumption that the stronger the level of reading readiness, the more successful the reader. Few would disagree with this assertion.

More modern thinking suggests that reading begins in pre-kindergarten before further development in kindergarten—same thinking, different time frame. Whichever side of the beginning reading theory you look at, the genesis of reading, according to both theories, begins with paper and pencil, in a school setting—and more notably, at ages four and five.

Current thinking sets the dial all the way back to the birth of the newborn. Studies show that language learning begins with a mother’s voice; while others suggest, even before birth. In either case, reading begins with language—and language begins with a mother’s voice; it is the mortar that bridges the infant’s first human connection.

When does reading begin? It begins upon birth, is cultivated at home, and is developed even further in a school setting.

Initially, a mother’s verbal sounds form long incomprehensible “strings” that with time become more clear, and eventually, form distinct words. In time, the meaning of those words will become known.  Magically, this is when language begins, albeit at its most basic level.  It is at this very point that a child grasps the concept of language— which is ultimately the understanding that sounds form words, and words have meaning.

Ultimately, both concrete and abstract concepts will be learned, as language itself, by definition, is an abstract construct. Every newborn child is born with the ability to utter every permutation of all linguistic sounds inherent in every language. As they grow older and hear the individual sounds of their mother’s native language repeated, children begin to separate those recognizable sounds from all others. They keep and develop only those sounds that are part of their linguistic code and eventually drop those not part of, or necessary for, their oral lexicon.

From there, it is all a matter of the acquisition of meanings and the development of usage. Reading— not to diminish the remarkableness of its construct, but rather to illustrate the dramatic importance of its roots in oral language—is merely a point on a long continuum. Reading is not separate from language, it is language. At its very core, reading is the embodiment and expression of oral language, with its roots in infancy, and its sole purpose is communication.

Reading is the transmission and receipt of ideas: concepts expressed in non-verbal symbols, laden with the nuances of emotion, experience, and intellect. It is the ultimate communication system that can transcend time and place.

Now from birth, fast-forward to pre-kindergarten and kindergarten. Compare the different early language experiences, interactions and exposure to language some children have had in their home environment. Some children entering school bring with them a rich and long history of language (relatively speaking), both receptive and expressive.

Consider the child whose parents have not taken advantage of early language exercises; those who have not read to their children or engaged them in truly interactive conversations. While one child has learned to listen, interpret, and express language, the other is just beginning his journey.

Experts agree: any child who enters school without extended exposure to a comprehensive language-rich environment is at a clear and unfortunate disadvantage.  Armed with this information, parents must be aggressive in their efforts to develop their child’s ability to properly interpret and engage in the world around him (her) in a healthy and effective way.

So, when does reading begin?  It begins upon birth, is cultivated at home, and is developed even further in a school setting. We often speak of “the window of opportunity” for early and successful learning. Eventually though, windows close. You want to make certain that your child is on the right side of it when it closes. Playing catch-up is an unnecessary burden and doesn’t always yield results.  So, speak up; your children are listening.

Arielle Jolovitz is the principal of Yeshivat BitaHon. Her tenure in education includes innovations in classroom management and multi-disciplinary methodologies, as well as authorship of a successful reading program.