The authors then discuss how storybook reading can be used by teachers to facilitate learning in early students. Storybook Preview is used to introduce a new book or a follow-up activity, and consists of teacher interaction with a small group of students. This assists teachers in interacting effectively with students, responding to and expanding on each child's language. Storybook Read Aloud is also explained, which can be used in a large group of children, where the teacher reads the book aloud in a manner that captures the children's attention. Storybook celebration is where teachers have the children respond to the book through an activity such as making a craft or drawing pictures. Storybook Sounds focuses on the development of phonological awareness as it relates to specific storybooks. For example, in this stage, children could listen for specific beginning sounds, and then point to pictures in the book of items that begin with that sound. Storybook Letters and Words includes activities that focus on pre-reading skills, such as building basic words such as "hop," "mop," and so on.

Finally, the authors conclude by summarizing their main point in the article: that storybook reading can be used by teachers as a tool to assist in reading, letter and word recognition, and vocabulary development. All of these skills will assist the child in being able to read and understand what is read, in a manner that is fun and interesting for them. The end purpose of this task is to improve literacy skills, at an early age, where such skills can be either mastered lost. I believe that the authors subject material was presented accurately and interestingly, and research did exist to support their points, with the exception of their theory that storybook reading facilitates phonological...

This was the only point in the article that seemed a bit weak, because I believe that there would be other better methods of teaching phonological awareness, but this awareness can be loosely tied to reading. The authors made their point successfully, and their presentations were very logical, and proof of their theory exists in the fact that children that do poorly in school early on never seem to improve. Also, their point is made in that reading and interpretation is one of the most important skills to be learned early on in school. This is because if reading is problematic, then every later subject becomes difficult, because everything is based on the ability to read, with the exception of early math.
I agree with the article, mainly because the skills needed to recognize words,-word patterns, and reading are very important to a child's success and understanding of subjects introduced next in school. Also, reading can also assist with children's oral language skills, because reading teaches the correct pronunciation of words, and the manner in which words comprise sentences. It is very true that a child that cannot read does not do well in other subjects, such as history, for example, which entails reading and understanding what one has just read and the sequence of events or occurrences. Young children have the ability to learn things very quickly, and such important skills are better learned if it is made fun for them, because they will become genuinely interested and want to do these activities over again. Storybooks initiate children to use their imagination as well, and for many children, this is fun. Finally, for all the reasons stated above, I agree with the article and have learned how important the skills of learning taught to young children very early on is.