The process of early childhood language acquisition is very complex, especially in the first year after birth, infants need to develop many important abilities. Language development at this stage does not occur in isolation, but is influenced by a variety of environmental factors. These factors include the amount of language input, the mother's education level, parent-child interaction, and language education in kindergartens. These environmental cues largely determine individual differences in children's language development. The development of reading ability is not innate, and the development of reading ability requires a long-term process. Children's oral ability is the foundation of reading development. At the same time, learning to read also requires the development of basic cognitive abilities, comprehension skills and higher order thinking abilities. Reading learning goes through multiple stages, including reading stories to children, sharing reading, guided reading, and independent reading. Each stage has its own unique goals and methods to help children gradually improve their reading skills. While most children learn to read smoothly once they go to school, about 5 to 10 percent of children experience reading difficulties in a normal educational setting. These children need early detection and intervention to avoid them being more academically and psychologically affected. Developed countries have accumulated rich research results and experience in this regard, which is worth our reference and learning. Through early intervention and targeted education strategies, we can help more children overcome reading difficulties and master reading skills smoothly. This will not only have important implications for their academic development, but also help them communicate and learn better in their future lives.

Danping Li. Research and Improvement of Language and Reading Development in Preschool Children. Frontiers in Educational Research (2024) Vol. 7, Issue 6: 183-191. https://doi.org/10.25236/FER.2024.070628.

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