Children reading development

Learning About Your Child’s Reading Development

What Should Children Learn?

Learning to read is difficult and does not happen naturally. It requires explicit and systematic instruction, which is especially important for struggling readers. Learning to read involves many different skills that must be taught to your child. Instruction in phonological awareness, phonics, fluency, vocabulary, and comprehension will help your child learn to read. Young children often need explicit instruction in phonological awareness and phonics. Your child needs to be able to sound out words correctly and quickly to understand what she reads. As children get older, the need for this instruction typically lessens unless they continue to struggle with these skills. Teaching vocabulary and comprehension also begins when your child is young and continues throughout the school years. Your child’s reading comprehension can also improve when she writes about what she reads.

Why Is It Important?

Being informed about the parts of literacy, how children learn to read, and why they might struggle can help you make better decisions about your child’s education. Research shows that when schools, teachers, and families are well-informed, children make greater gains in reading and writing.

How Do Children Typically Develop in Reading?

Children typically move through several stages as they learn to read:

• Emergent readers (usually birth to age six) are learning our sound system and how print works, including letter-sound relationships, and the meaning of stories read to them.
• Early readers (usually age six and seven) are linking speech sounds to letters to make words, learning to decode words, and beginning to make sense of what they read.
• Transitional readers (usually age seven and eight) are usually reading “like they talk” and have strategies to help them decode words and read with understanding, but may still need support with more difficult reading material.
• Fluent readers (usually ages eight and up) are reading independently with confidence and understand longer and more difficult types of material. They use word parts to figure out words and relate sections of the story to one another.
• As fluent readers enter middle and high school, they often read material that has many viewpoints and more complex language and ideas. They draw on what they know from other reading material and experiences to judge what they read and come to conclusions.

For milestones by grade level, please see resources in NCIL’s online repository.

What If I Have Concerns?

Reading difficulties are most common in the earliest stages of reading.  Some children continue to struggle or show new difficulties in later grades. Children struggle to read for many reasons. They may have trouble with speech sounds, recognizing words, or understanding what they read. Reading may be hard because children have limited English language ability or experience with print. Also, instruction might not be matched to children’s needs. Schools often use a tiered system of learning support to help children with reading difficulties.

Speak up if you have concerns about your child’s progress at school. Share if there is a family history of reading difficulties. Note if he or she refuses to read, says that reading is hard, or feels embarrassed about reading aloud. Difficulties can be spotted early. Signs include having trouble:

• Noticing and naming rhymes
• Noticing and playing with individual sounds in spoken words
• Quickly naming aloud a series of familiar items, like letters, numbers, or colors
• Sounding out unknown words
• Remembering words seen many times before
• Reading “like you talk” instead of word by word
• Remembering the ideas in a story
• Spelling words correctly

Infographic

Enlarge Infographic

Suggested Citation

Reade, A. & Sayko, S. (2017). Learning about your child’s reading development. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from http://improvingliteracy.org

References

Chall, J. (1983). Stages of Reading Development. New York: McGraw Hill. pp. 10-24.

Hall, S.L., & Moats, L.C. (2002). Parenting a struggling reader: A guide to diagnosing and finding help for your child’s reading difficulties. New York: Broadway Books.

Reading Rockets. Stages of Reading Development. http://www.readingrockets.org/article/stages-reading-development

Reading Development and Skills by Age

Conversation starters to help kids process traumatic news. Read more

Skip to contentThis page is in English

Because differences are our greatest strength

DonateOpens new windowWhy support Understood?

ByAmanda Morin

What you’ll learn

• Babies (ages 0–12 months)
• Toddlers (ages 1–2 years)
• Preschoolers (ages 3–4 years)
• Kindergartners (age 5 years)
• Younger grade-schoolers (ages 6–7 years)
• Older grade-schoolers (ages 8–10 years)
• Middle-schoolers and high-schoolers

Even as babies, kids build reading skills that set the foundation for learning to read. Here’s a list of reading milestones by age. Keep in mind that kids develop reading skills at their own pace, so they may not be on this exact timetable.

Babies (ages 0–12 months)

• Begin to reach for soft-covered books or board books
• Look at and touch the pictures in books
• Respond to a storybook by cooing or making sounds
• Help turn pages

Toddlers (ages 1–2 years)

• Look at pictures and name familiar items, like dog, cup, and baby
• Answer questions about what they see in books
• Recognize the covers of favorite books
• Recite the words to favorite books
• Start pretending to read by turning pages and making up stories

Preschoolers (ages 3–4 years)

• Know the correct way to hold and handle a book
• Understand that words are read from left to right and pages are read from top to bottom
• Start noticing words that rhyme
• Retell stories
• Recognize about half the letters of the alphabet
• Start matching letter sounds to letters (like knowing b makes a /b/ sound)
• May start to recognize their name in print and other often-seen words, like those on signs and logos

Kindergartners (age 5 years)

• Match each letter to the sound it represents
• Identify the beginning, middle, and ending sounds in spoken words like dog or sit
• Say new words by changing the beginning sound, like changing rat to sat
• Start matching words they hear to words they see on the page
• Sound out simple words
• Start to recognize some words by sight without having to sound them out
• Ask and answer who, what, where, when, why, and how questions about a story
• Retell a story in order, using words or pictures
• Predict what happens next in a story
• Start reading or asking to be read books for information and for fun
• Use story language during playtime or conversation (like “I can fly!” the dragon said. “I can fly!”)

Younger grade-schoolers (ages 6–7 years)

• Learn spelling rules
• Keep increasing the number of words they recognize by sight
• Improve reading speed and fluency
• Use context clues to sound out and understand unfamiliar words
• Go back and re-read a word or sentence that doesn’t makes sense (self-monitoring)
• Connect what they’re reading to personal experiences, other books they’ve read, and world events

Older grade-schoolers (ages 8–10 years)

• In third grade, move from learning to read to reading to learn
• Accurately read words with more than one syllable
• Learn about prefixes, suffixes, and root words, like those in helpful, helpless, and unhelpful
• Read for different purposes (for enjoyment, to learn something new, to figure out directions, etc.)
• Explore different genres
• Describe the setting, characters, problem/solution, and plot of a story
• Identify and summarize the sequence of events in a story
• Identify the main theme and may start to identify minor themes
• Make inferences (“read between the lines”) by using clues from the text and prior knowledge
• Compare and contrast information from different texts
• Refer to evidence from the text when answering questions about it
• Understand similes, metaphors, and other descriptive devices

Middle-schoolers and high-schoolers

• Keep expanding vocabulary and reading more complex texts
• Analyze how characters develop, interact with each other, and advance the plot
• Determine themes and analyze how they develop over the course of the text
• Use evidence from the text to support analysis of the text
• Identify imagery and symbolism in the text
• Analyze, synthesize, and evaluate ideas from the text
• Understand satire, sarcasm, irony, and understatement

Keep in mind that some schools focus on different skills in different grades. So, look at how a child reacts to reading, too. For example, kids who have trouble reading might get anxious when they have to read.

If you’re concerned about reading skills, find out why some kids struggle with reading.

Explore topics selected by our experts

• Reading and writing

Related topics

• Reading and writing

Tell us what interests you

About the author

About the author

Amanda Morin is the author of “The Everything Parent’s Guide to Special Education” and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days. 

Reviewed by

Reviewed by

Ginny Osewalt is a dually certified elementary and special education teacher with more than 15 years of experience in general education, inclusion, resource room, and self-contained settings.

Discover what’s possible when you’re understood.

We’ll email you our most helpful stories and resources.

Learn more

Copyright © 2014-2023 Understood For All Inc.

Speed ​​reading for children - exercises for developing reading skills

Modern children from an early age are overloaded with graphic information. Most 3-4 year old kids already know how to use smartphones and tablets, play mobile games, watch cartoons. As a result, when it comes time to learn, they have difficulty perceiving textual information. Alas, poor reading technique is a problem familiar to many parents of schoolchildren today. Children read uncertainly and at a slow pace, they complete assignments for a long time, which negatively affects their overall academic performance both in elementary school and in middle and senior levels.

So why do we need speed reading?

Speed ​​reading is a skill that allows you to quickly perceive textual information. But we are talking about the perception of the text, and not automatic swallowing. Phenomenal speed without reading comprehension will not only not help in learning, but rather harm.

Teachers understand speed reading as a formed skill in processing educational material. This means that a student with this skill can quickly study and assimilate paragraphs of textbooks, scientific articles and other educational information. If the child reads slowly, he has little time to analyze the information and complete the task (for example, when writing a VLOOKUP). In order for the student to feel confident in the control and verification work, to successfully master the program, he needs to have the skill of fast reading.

In addition, there are several more advantages in the development of the speed reading technique by the student.

1. Memory training. A child can not only remember, but also retell large amounts of information.
2. Increased interest in learning , increased self-confidence.
3. The child copes with homework much faster , which frees up time for hobbies, interesting activities, and recreation.
4. Visual attention and concentration develop .

What prevents a child (and an adult) from reading fast?

1. Narrow space of text perception (field of view). For most people, it is 4-5 cm. This is how much text a person sees when reading. To master the technique of speed reading, it is necessary to develop peripheral vision and expand this space to 7-8 cm.

2. Eye regression. This is a very common reflex - the automatic return movement of the eyes to the already read text. After reading part of the text, a person automatically looks back, and loses time. It is impossible to forbid yourself to return to an already read text by willpower, this will require training.

3. Articulation. When a child is just learning to read - he reads aloud, clearly and loudly pronounces the words. The child grows up, but the habit of internally pronouncing the text (and sometimes moving his lips) remains. In certain situations and in the future, this can be justified - for example, when reading poems, when it is important to feel logical stresses, to pause. But for fast reading, articulation is not needed.

5. Undeveloped attention. In order to understand new information, to instantly grasp the main and secondary thoughts when reading fluently, you need to have increased attention and not be distracted by external factors.

Learning to read quickly

Fun exercise:

1. "Racing"

This exercise allows you to increase the speed of reading and promotes the development of speech. Choose a favorite poem with your child and offer to read it several times, each time increasing the pace as much as possible.

2. " Letter in a bottle"

Tell your child the story that a bottle with a letter caught from the sea fell into your hands. But some letters were washed away by water, and it will not be so easy to read the message. The content of the letter can be anything you choose, but the letters should be "erased" depending on how well the child already reads.

3. "Head-tail"

There are two options for doing this exercise. In the first version, the adult reads out the beginning of the word, and the child must find its ending ("tail"). To do this, you need to run your eyes through the text as quickly as possible and find the necessary word. The second option involves reading the beginning of the sentence to the adult, and the child needs to find the end. Such training perfectly develops the ability to "scan" the text with the eyes, and also increases concentration (remember, we already said how important this is?)

4. "First and last"

Ask the child to read the text to himself, but at the same time say the first and last letter of each word aloud. Then let him tell you what the text was about. The exercise teaches you to quickly switch attention and simultaneously perform several actions (reading, understanding, memorizing).

5. Partizan

The child reads the text aloud. But, when an adult pronounces the word "Partizan", the child needs to put a finger to his lips (another option is to take a pencil in his teeth) and continue reading silently. Hearing the phrase "Partizan escaped" the student removes his finger from his lips or a pencil, and continues to read aloud again. This is a useful exercise to eliminate the pronunciation of words while reading.

Don't try to do all the exercises at once. Alternate them, change, combine so that they do not bother the child. The main thing is to do it little by little, but regularly.

"Speed ​​reading": simulators from the publishing house "Planeta"

A wonderful help for parents and teachers in the issue of teaching schoolchildren the technique of speed reading are simulators from the Planet publishing house. At the time of the preparation of the article (end of 2019-beginning of 2020), the publishing house has already published manuals for grades 3 and 4 and are preparing to release manuals for grades 1 and 2.

These manuals contain unusual task texts, working with which will help students significantly increase their reading speed. By doing them, the child will learn to read without articulation, to see sentences in their entirety, and to concentrate on reading. For each text, several questions are offered to test awareness and practical tasks to consolidate skills.

A child can work with simulators both independently and with the help of parents or teachers. The child is invited to mark the time and start reading the text "to himself". Then indicate in a special window how much time was spent. The next day or the next day, you can repeat the exercise and time again. Check if you can read the text faster than before. On the back of each page there is an "helper" text, you can turn to it when reading "unusual" is difficult at first.

The texts are very diverse, the tasks are unusual and exciting, they will not let the student get bored and increase his interest in reading books in general. What is their uniqueness? Here the student will meet with texts written "upside down", "noisy" texts (with superimposed "cobwebs" or "grids"), without spaces, using different fonts, deformed and many other texts "with oddities".

For example, let's consider a task from the 4th grade simulator with "noisy" text .

The text of the tale is closed with a "cobweb". Reading such text helps expand peripheral vision and prevent regression of the eyes. The gossamer lines are superimposed in such a way that they pass through the words. As a result, the child has no choice but to read whole phrases and sentences at once, see as many words as possible, and guess what those words are. Also, the cobweb makes it difficult to read in general, and it becomes uncomfortable to look back.

Let's look at another example from this tutorial - text with the top of the lines closed. This exercise also expands the field of vision and prevents regression.

Another beautiful task is text using different fonts. You can prepare this kind of exercise yourself by choosing any passage you like. To do this, you just need to type text in different fonts in a regular text editor. And that's what happens! Thus, we again successfully fight the regression of the eyes. A new font in every sentence (or even every word) automatically stops the reader's eyes.

Let's look at another effective regression elimination exercise using an example from a simulator for grade 3. The child is invited to read the text, starting with the last word of each sentence, that is, not from left to right, but from right to left. Since physiologically we always read from left to right, then with "reverse" reading, the eyes will no longer return to the right, because we do not have such a reflex. Check it out yourself!

Tasks in simulators are arranged from simple to complex. Let's look at the most difficult exercise - text with a superimposed lattice. It can cause difficulty even for an adult! But it will be very interesting for a child to read such a text, this is an excellent motivation for reading in general, and not just within the framework of the simulator.


Important! Do not forget that the child should read all these texts "to himself", not aloud and not even in a whisper! Remember that any pronunciation significantly reduces the speed of reading.

Memo to parents

1. It is very important to check reading comprehension, especially after doing articulation suppression exercises. Ask the child questions on the text, discuss, ask to retell.

2. Be sure to celebrate even small successes and focus on the positive aspects of learning.

3. Never compare your child with other students, the only criterion for comparison should be the achievements of the child himself. For example, today he read the text faster than yesterday, and tomorrow he will have new records!

4. Don't limit yourself to speed reading. Read books, children's magazines, go to the library.

5. Set a positive example. Let the child see a book in your hands more often than a smartphone or tablet. It depends on you, dear parents, whether your child will love reading! We sincerely wish you good luck!




How does reading books affect a child's development?

How often do you read books with your children? What are your favorite children's works, children's author or fairy-tale hero with your child?

Today we want to tell you how reading books to children affects their development. The book is of great importance in the development of the child, namely: it expands the child's understanding of the world, introduces everything that surrounds the child: nature, objects, etc., influences the formation of preferences and reading tastes of the child, develops thinking - both logical and and figurative, expands vocabulary, memory, imagination and fantasy, teaches how to correctly compose sentences. Did you know that there are 50% more rare words in children's literature than in adult conversations? Normal conversation only provides children with a basic vocabulary. Rare words they can learn only from books.

Children who are often read to feel close, protected, and safe. Such children are much more comfortable to live than those who are deprived of the joy of reading. During joint reading, children develop a moral attitude towards the world. The heroes of the books do a variety of things, get into false situations, make decisions - all this the child can discuss with the parent, while forming an understanding of good and evil, friendship and betrayal, sympathy, duty, honor. With active listening, the child vividly imagines what is being narrated and experiences. At these moments, he develops emotionally and, often identifying himself with the main character, overcomes his own fears. When listening to a literary work, a child inherits a variety of behaviors through a book: for example, how to become a good friend, how to achieve a goal, or how to resolve a conflict. The role of parents here is to help compare situations from a fairy tale with situations that can happen in real life.

Children to whom parents read aloud regularly begin to understand the structure of a literary work (where the beginning, how the plot unfolds, where the end comes). Through reading, the child learns to listen - and this is important. Getting acquainted with books, the child learns his native language better.

From 6 to 8 years old. The reading circle of preschool children is changing rapidly. Children after 5-6 years are no longer interested in nursery rhymes or short poems. At this age, children develop and consolidate reading skills. Children of senior preschool and primary school age prefer more voluminous works with a complex plot and a large number of characters in order to read them (or listen) and wait for continuation. They may also be interested in all kinds of children's encyclopedias, where information about the world is available.

We offer you a list of books for children 6-7 years old, rather, not methodological, not pedagogical, but parental in nature. All parents think about the question of what exactly to read to the child, for what and at what age. In addition, we ourselves have lines that we have loved since childhood, which we, as commanded property, would like to pass on to our children and grandchildren.

What books should a 6 year old child read? And what books, in your opinion, should a child read by the age of 7, that is, before the onset of the so-called primary school age? Below you can view lists of preschool books recommended by preschool.

Russian literature

1. Aksakov S. "The Scarlet Flower"

2. Aleshkovsky Yuz "Shoo and Two Portfolios", "Shoo and I in the Crimea"

3. Aleksandrova G. "Domovenok Kuzka and magical things" (with continuations)

4. Afanasyev A. Tales


5. Bazhov P. "Malachite Box", "Ural Tales", "Silver Hoof"

6. Bianki V. "Forest newspaper", "Sinichkin calendar"

7. Bulychev Kir "Adventures of Alice"

8. Veltistov E. "Adventures of Electronics", "Gum-Gum", "A Million and One Days of Vacation"

9. Volkov A. "The Wizard of the Emerald City"

10. Gaidar A. "Blue Cup", "Chuk and Gek"

11. Geraskina L. "In the country of unlearned lessons"

12. Golyavkin V. "My good dad", "Harp and boxing", "How I sat under the desk", Stories

13. Gore Gennady "Boy"

14. Grabovsky Jan "Fly with whims"

15. Grigorovich "Gutta-percha boy"

16. Gubarev V. "Three on the Island", "In the Far Far Away Kingdom", "The Kingdom of Crooked Mirrors"

17. Davydychev L. "The Life of Ivan Semenov"

18. Danko E. "Defeated Karabas"

19. Demykina G. "House on a Pine"

20. Dragunsky V. "Deniska's stories", "20 years under the bed", "Dog Thieves"

21. Durov V. "My animals"

22. Ermolaev Y. "House of brave cowards"

23. Ershov P. "Humpbacked Horse"

24. Zhuravleva Z. "Take off the shell"

25. Zabolotsky "The Tale of the Crooked Man", "Knock-knock-knock beater"

26. Ivanov S. "Former Bulka and his daughter"

27. Ilyin M. "One hundred thousand why"

28. Kaverin V. "Hourglass"

29. Kataev V. “Flower-seven-flower”, “Pipe, jug”, “Magic horn of Oberon”

30. Kokovin E. "Din-Dag"

31. Konstantinovsky M. "KOAPP"

32. Korzhikov V. "Merry sailing Solnyshkin"

33. Krylov I. Fables

34. Kumma A., Runge, S. "The Second Secret of the Golden Key"

35. Kuprin "Elephant"

36. Lagin Lazar "Old Man Hottabych", "Blue Man", "Patent AB"

37. Larry Yang "The Extraordinary Adventures of Karik and Vali"

38. Lermontov "Airship"

39. Magalif Yuri "Zhakonya", "Cat Kotkin"

40. Mamin-Sibiryak D. "Grey Neck", "Alyonushka's Tales"

41. Marshak S. "Twelve months", "Smart things"

42. Medvedev V. "Barankin, be a man!"

43. Mikhalkov S. "The Feast of Disobedience"

44. Naumov E. "Coral City", "Magic Whirlwind"

45. Nekrasov A. "The Adventures of Captain Vrungel"

46. ​​Nekrasov N. "Grandfather Mazai and hares"

47. Nestaiko V. “One with deceit”, “Five with a tail”, “Mysterious voice behind”, “Toreadors from Vasyukovka”, “Kidnappers are looking for the victim”

48. Nosov N. "The Adventures of Dunno and His Friends", "Vitya Maleev", "Dreamers"

49. Odoevsky V. "Town in a snuffbox"

50. Olesha Yu. "Three fat men"

51. Oseeva V. "Dinka", "Vasek Trubachev and his comrades"

52. Oster G. "38 Parrots"

53. Panteleev L. “Honest Word”, “Squirrel and Tamarochka”, “Merry Tram”

54. Permyak E. Tales

55. Perova O. "Guys and animals"

56. Pivovarova “What is my head thinking about”, “Once Katya with Manechka”

57. Pogodin R. "Brick Islands"

58. Pogorelsky A. "Black Chicken, or Underground Inhabitants"

59. Pocheptsov G. "School Tales", "Country of Cities", "Bureau of Good Offices"

60. Prishvin M. "Pantry of the Sun", "Kashcheev's Chain"

61. Pushkin A. "Song of the Prophetic Oleg"

62. Raskin A. "How little dad was"

63. Rozanov S. "The Adventures of Grass"

64. Lev Rubinstein "Grandfather of the Russian Navy", "In the Gardens of the Lyceum"

65. Rutkovsky V. "Guests on a broomstick", "Friends from a quiet backwater"

66. Rybakov A. "Dagger", "Bronze Bird", "Shot"

67. Salomatov A. "Our extraordinary Gosha"

68. Salie M. "Tales of 1000 and one night"

69. Sotnik Y. "How I was independent"

70. Tikhomirov O. "Green Window"

71. Tokmakova I. "Alya, Klyaksich and the letter A"

72. Tolstoy A. "The Adventures of Pinocchio", "Borivoy, Vasily Shibanov, Kurgan, etc."

73. Tomin Yu. “Carousels over the city”, “A, B, C, D, E, etc.”, “Was a magician walking around the city”

74. Tolstoy L. "Jump", "Lion and Dog", stories and fairy tales

75. Mustachioed G. plays-fairy tales

76. Chaplina V. "Pets of the zoo", "My pupils"

77. Chepovetsky E. "Fidget, Makish and Netak"

78. Black A. Fox Mickey's Diary

79. Chekhov A.P. "Kashtanka"

80. Sharov A. “Boy Dandelion and Three Keys”, “The Adventures of Ezhinka and the Painted Men”, “Star Shepherd and Ninochka”, “Wizards Come to People”, “Children and Adults”, “Pirrow Island”, “The Tale of Ten mistakes", "Okoem"

81. Schwartz E. "Cinderella", "The Snow Queen", "Ordinary Miracle", "Two Maples"

82. Emden Esther "House with Magic Windows", "The Adventures of a Little Actor"

83. Jagdfeld and Gernet N. "Katya and the Crocodile"

Foreign literature

1. Andersen G. Tales and stories
2. Babich I. "My familiar animals"
3. Barnford S. "The Incredible Journey"
4. Barry J. Peter Pan and Wendy
5. Baum Fr. "Land of Oz"
6. Besson Luc "Arthur and the Invisibles"
7. Bjehwa Yang "Academy of Pan Klyaksa"
8. Bisset D. "Forgotten Birthday", "Krokokot", Tales
9. Blyton Enid, Tim the Famous Duck, Noddy's Adventure
10. Brothers Grimm Tales
11. Vangeli S. "Adventures of Gugutse", "Blue hut", "Chubo from the village of Turturik"
12. Verne Jules "Travels around the world in 80 days" (children's edition).
13. Westley A-K. “Dad, mom, 8 children and a truck”, “Aurora from building “C”.
14. Gauf V. Tales
15. Hoffman E.T. The Nutcracker, Beautiful Child, Orange Princess
16. Graham Kenneth The Wind in the Willows
17. Darell J. "A Zoo in My Luggage", "The Land of the Rustles", "The Talking Package", "The Hounds of Bafut"
18. d'Hervilly, E. "The Adventures of a Prehistoric Boy"
19. Salten F. "Bambi"
20. Kern Ludwig Jerzy "Ferdinand the Magnificent"
21. Kipling R. "Mowgli", "Little Stories"
22. Collodi K. "Pinocchio"
23. Crews, J. "Tim Thaler, or Sold Laughter", "My Great-Grandfather, Heroes and Me", "Sorcerer in the Inkwell"
24. Carroll Lewis Alice in Wonderland, Alice Through the Looking Glass
25. Lagerlöf Selma "The Wonderful Journey of Niels"
26. Lindgren Astrid "Brothers Lionheart", "Pappy Longstocking"
27. Lobato Monteiro "Order of the Yellow Woodpecker"
28. Lobe of the World; Ferra-Mikura "Grandma on the Apple Tree"
29. Hugh Lofting "The Adventures of John Dolittle", "John Dolittle Circus"
30. Lewis Clive The Chronicles of Narnia
31. Maar Paul "Subbastic", "7 Saturdays a week"
32. Malo Hector "Without a family", "In the family", "Romain Calbri"
33. Maeterlinck M. "The Blue Bird", "Ariana and the Bluebeard"
34. Nesbit, E. "Five Children and a Beast", "Phoenix and Carpet", "The Talisman"
35. Pelin Yelin "Yan Bibian"
36. Preysler O. "Little baba yaga, ghost, merman"
37. Raspe R.E. "The Adventures of Baron Munchausen"
38. Raud Eno "Clutch, Half Shoes and Moss Beard", "Sipsik"
39. Gianni Rodari "The Adventures of Cipollino", "Cake in the Sky", "Journey of the Blue Arrow", "Jelsamino in the Land of Liars"
40. Saya Kazis "Hey, hide!"
41. Swift J. Gulliver's Travels
42. Saint-Exupery A. The Little Prince
43. Seton-Thompson, E. Animal Tales
44. Stephenson R. Heather Honey
45. Mark Twain "Tom Sawyer", "Huckleberry Finn"
46. ​​Travers Pamela "Mary Poppins"
47. Fekete Istvan "Fox Vuk"
48. Frans Anatole "Bee"
49. Joel Harris, The Tales of Uncle Remus, Brer Rabbit and Friends
50. Hodgston Burnett "Little Princess", "Little Lord", "Secret Garden"
51. Hopp Shinken "The Adventures of Yun and Sophus"
52.

---

Learn more

• 
  Kids science optical illusions
• 
  Show me a fire truck
• 
  Letter m for monkey
• 
  Rhyming words with year
• 
  Bedtime stories for newborn babies
• 
  Book recommendation for kids
• 
  Who am i like
• 
  Why listening to music
• 
  Phonics for preschoolers
• 
  Number 7 crafts for toddlers
• 
  When should a child know their letters