Reading material near matches their already well-developed language ability in the sense that what they are able to read is limited by the mechanical skills of reading that they have been able to acquire. Their oral language use at this stage is far more advanced that the language of books in which they are taught to read. (Corson 1988, p.20)

Reading to a child helps them to familiarise themselves between the spoken and written word, particularly when the story is simple with words repeated. This enables a student to recognise the spoken and written version of a word "Children realise that words and the things words stand for are separate, that language can be talked about as well as talked with. They grasp, although not at first in a conscious, analytical way, that language is a symbolic system" (Ministry of Education [MOE], 1996, p.14).

When reading to young students the teacher needs to keep in mind several important factors

Elley, W. (1987). How do children learn new vocabulary. Reading Forum NZ, 2, 36-41

The inclusion and integration of children from other cultures will also help to broaden a child's perspective. The teacher needs to make sure that they include children that have English as their second language in a way that is tactful and does not make the child feel uncomfortable. "Some children come from families where literacy is valued; others who do not have this experience may have a family with rich oral resources. The role of the teacher is to be aware of these differences, to be sensitive to them..." (MOE, 1996, p.18). The use of bilingual books allows the child to feel comfortable as they can see their own language as well as the English version. "Bilingual texts present parallel versions of stories" (MOE, 1985, p.95). This also allows the English-speaking children to compare their written language with another's.

including illustrations. Does the illustration collaborate the text on the same page or is there also another story happening with in the illustration? Teachers can draw children out by having them discuss and expand upon the drawings. This encourages development of their interpersonal speaking and listening skills as listed in the English in the New Zealand Curriculum (MOE, 1994, pp.28-29). Besides just listening to a story, they become valued contributors demonstrating that they are paying attention to not only the reading of the story but also to the storybook itself. "A student who notices a detail in a picture or a diagram is attending" (MOE, 1996, p.34).

Some common words found in the essay are:
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Approximate Pages = 5 (250 words per page double spaced)