Have you ever thought about the importance of reading for early childhood teachers? I wanted to talk to you about Maryanne Wolf, a researcher I recently discovered. She is a highly acclaimed scientist who has published more than 170 scientific articles on literacy, reading, and dyslexia. She is also an internationally recognised author. If you are curious, she wrote two books that are definitely worth checking in your free time: Proust and the Squid and Reader, Come Home.
In this blog article, I will explain what I have learned.
Maryanne Wolf’s work is about how the brain builds reading circuits and how these circuits are different when a child or young adolescent has dyslexia. She also examines how digital environments, including iPads, iPhones, television, Coco Melon, and short-form videos, affect reading development.
As I have been researching the skills we will need in the future, I came across her deep reading theory. The core idea comes from studying the reading brain. She describes reading as a quiet neural circuit, not something we are born with. As early childhood teachers and educators, we know this. Reading is the ability to decode, to turn symbols into sounds. That is the decoding skill.
Deep reading, however, is more than decoding. It requires time, attention, and reflection. Digital environments often encourage skimming, which can bypass the deep analytical processes needed for comprehension. Many short-form videos, such as TikTok, are fast paced and do not allow the brain to slow down enough for deep understanding.
Her concerns relate to reading speed, attention, and comprehension. There is growing evidence that these skills are declining. Importantly, her theory is not just an opinion. It is built on neuroscience and research.
For us as early childhood educators, this has significant implications. In early childhood, we build the foundation for the reading brain. What we do, and what Storykate does as well, is focus on oral language. I love to talk about songs, nursery rhymes, storytelling, book reading, and different activities and games that enhance vocabulary.
We can also model deep reading with children, especially preschoolers. Deep reading requires attention, reflection, and perspective-taking. Many children are already missing opportunities to practise these skills. We can focus more intentionally on critical thinking while reading books and on building empathy.
For example, in The Three Little Pigs, what was the perspective of the wolf? Was the wolf simply hungry and trying to feed her babies? Exploring alternative perspectives encourages children to think more deeply.
We need to avoid rapid digital content for children under five. Technology use should be minimal, intentional, and adult-mediated, often connected to projects rather than passive viewing. In other words, we should not be handing iPads to young children without a purpose.
We also need to protect long, uninterrupted reading and play episodes that develop vocabulary and sustained attention. These skills must now be built more intentionally, as children are increasingly challenged by fast-paced digital environments.
If you want to lean more about Mariane Wolf , check this out
Here is my booklist of curated books for shared reading with children.
