ABSTRACT
When a story is read to children, the shape of the story is created, the characters emerge, and the style of discourse and the literary turn of phrase are ‘heard’. As a consequence, prediction and anticipation become easier at a second hearing. When the language of books is read aloud, this introduces new language forms to the ear making them a little easier to listen to next time. Meanings can be negotiated in discussion before, during and after reading. Reading to children and allowing interaction provide opportunities for new learning about texts.
