The power of picture books and story time for children’s language development

Published on: 25 September 2024

Author and Speech and Language Therapist Lucy Rowland describes why reading with children is so important in helping them learn language.

Early Years settings and schools are raising concerns about the high numbers of children with speech, language and communication needs.

I know that professionals such as teachers, librarians and Speech and Language Therapists are working hard to encourage a love of books and to spread the message that sharing stories is a brilliant way to support language development.

As both a children’s author and Speech and Language Therapist, I have always been fascinated by the importance of sharing stories – and now story time with my own two boys is one of my favourite parts of our day. Not just because it’s a cosy, calm moment before bedtime, but because I can actually see and hear the effects of reading on their language development.

And why are stories so important? Through stories we share information. We increase our understanding of our world, of ourselves and of others. We can develop our creativity and imagination. We learn new vocabulary, new grammar, and new ways of constructing sentences.

We can practise more complex language skills too, including prediction and inference. We develop our understanding of different question words – Who? What? Where? When? Why? – as we talk about the story and the characters involved and, of course, we can learn empathy. In fact, there is SO much research showing the positive effects of reading for children.

But why do picture books specifically support our children’s language development so well? Picture books are made to be read aloud, and children learn words best when:

They hear them often. Repetition is key in language learning and picture books often use repetitive refrains so that children hear the same phrase or sentence many times ("We’re going on a Bear Hunt. We’re going to catch a big one…") How many of us have reached the end of a picture book only for a child to shout ‘AGAIN!’ so that we must immediately turn back to the start? Favourite picture books are often requested again and again and again… so children hear the words in them A LOT!

Adults respond to them. Being at the child’s level and sharing attention by looking at the same book, adults are in a great position to respond to what the child is pointing at, looking at, or saying. You don’t have to read the book word for word. It’s fun to go off-piste a bit and follow what the child is interested in too.
Words are about something they can see, hear or experience. Picture books, of course, are full of beautiful illustrations and these support children’s understanding of the words they hear. Some novelty books also include sound buttons and ‘touch and feel’ elements to further support vocabulary and concept learning. What better way to understand ‘sticky’ than to touch some ‘sticky mud’? (Thank you, Peppa Pig!)
Story sacks are a great way of exploring picture books; children love the toys and props, and these can really help to bring a story to life and enhance the child’s understanding of the language. And don’t forget, if you don’t have toys or props, using actions and gesture is a brilliant way of visually reinforcing new words too!
Meaning is clear. Reading aloud gives us so many opportunities to perform stories. We can whisper the word ‘whisper’; speak in a scared voice or in an angry voice. We can gasp, gulp, giggle – and really act out the meaning of these new words for children. So let your inner actor out and do those voices!

After all, children learn language best when they are HAVING FUN – and picture books are certainly great for that!

BookTrust's view: how we're supporting speech and language

BookTrust's Early Years programmes are based on deep analysis of a wide body of research and evaluation, including of other early years and behaviour change initiatives, and extensive co-creation, testing, and piloting. Our programmes prompt talking, play, and singing which, when experienced with a parent or carer or other trusted reader, serve an important neurological function.

These activities enhance children’s cognitive, physical, social, and emotional growth, activating language, attention and memory. They facilitate children’s oral language skills and word learning through exposure to new and rich vocabulary in meaningful contexts.

The findings from our latest evaluation of our BookTrust Early Years programmes (our Bookstart Toddler and Pre-schooler programme) show the impact that these programmes are having on children’s early speech and language. As a result of taking part in the programme, parents and carers of 0-4 year olds reported that their children have:

learned new words (68%)
paid more attention when being read to (63%)
spoken or interacted more when being read to (58%)

"You see children coming into nursery at two years old with very little speech. It makes such a difference to bring their parents in, to go through the BookTrust packs together and get them involved in a story session... these sessions ... are making a big, big difference to those children’s language development.”
BookTrust Early Years delivery partner

Ten Little Ducklings by Lucy Rowland and Aki is available now, and is shortlisted for the BookTrust Storytime Prize 2025.