Beyond Grade-level Recommendations: Choosing Books with Purpose
Helping children learn to read is one of the most powerful things we can do for their development, but with so many books, resources, and opinions out there, it’s easy to feel overwhelmed. That’s why we’ve put together this guide to help you select books with purpose, books that align with a child’s current state of learning, not just their age or grade.
While books are often selected based on grade level, those labels don’t always capture the full picture. They may overlook important details about a child’s individual needs or how a book can support the development of a specific skill. Instead, we encourage you to focus on selecting books that align with a child’s current developmental stage and support skills beginning to emerge, whether that’s building vocabulary, understanding how stories work, or simply falling in love with books.
Let’s explore what kinds of books support learning at each stage, and why they matter.
Infants & Toddlers (Birth to Age 3)
At this stage, the goal is to build the foundation for future reading through prioritizing oral language development. That means growing a child’s love of books, developing their listening and speaking skills, and helping them recognize sounds and words through interactive reading to children.
What the research says:
Reading to babies as early as 6 months has been shown to boost language development and create a strong early literacy environment (Justice et al., 2008).
Look for books that:
Show familiar objects and routines (like animals, toys, or bedtime)
Use rhyme, rhythm, and repetition to build sound awareness
Teach basic concepts like shapes, colors, counting, and feelings
Are safe and sturdy—think board books, cloth books, bath books, or books with handles
Preschoolers (Ages 3 to 5)
At this age, children are learning lots of new words and starting to understand how books and stories work. Reading together is a great way to grow childrens’ vocabulary, spark curiosity, and introduce print in a meaningful way.
What the research says:
Books that highlight printed words, especially when adults point them out, help kids notice and learn how print works. This builds print awareness, a key skill for early reading (Pullen & Justice, 2003).
Look for books that:
Have noticeable print features: bold or colorful words, labels in pictures, or large text
Use interesting, descriptive language
Follow a clear story structure (beginning, middle, and end)
Include different types of texts — like stories, poems, nonfiction, and how-to's
Early Elementary (Grades K–3)
As children in kindergarten through third grade master decoding, reading becomes a tool to grow their knowledge and vocabulary, and to help them think more deeply about what they read and the world around them. In third grade, children are transitioning from “learning to read” to “reading to learn.” This change is a turning point, where proficient readers read for themselves.
What the research says:
Interactive read-alouds where children are encouraged to ask questions, make predictions, and talk about the book, help strengthen comprehension, vocabulary, and critical thinking (Beck & McKeown, 2001; Pullen & Justice, 2003). This is especially effective when books are rich in vocabulary and followed by thoughtful discussion (Pullen, Tuckwiller, & Coyne, 2010).
Look for books that:
Introduce challenging vocabulary and more complex sentence structures
Build background knowledge in areas like science, social studies, and the arts
Spark conversation and questions
Support what kids are learning in school
Final Thoughts
A child’s developmental progress and learning needs may not always match their age or grade. Thus, the best book is one that helps them grow, whether that’s building confidence, expanding vocabulary, or developing a love of reading! Choose books with purpose, and you’ll be setting the stage for lifelong learning.
References:
Justice, L. M., & Pullen, P. C. (2003). Enhancing phonological awareness, print awareness, and oral language skills in preschool children. Intervention in School and Clinic, 39(2), 87–98. https://doi.org/10.1177/10534512030390020401
Justice, L. M., & Pullen, P. C. (2004). Promising interventions for promoting emergent literacy: An overview with practice suggestions. Topics in Early Childhood Special Education, 23(3), 99–113. https://doi.org/10.1177/02711214030230030101
Justice, L. M., Pullen, P. C., & Pence, K. (2008). Influence of verbal and nonverbal references to print on preschoolers’ visual attention to print during storybook reading. Developmental Psychology, 44(3), 855–866. https://doi.org/10.1037/0012-1649.44.3.855
Pullen, P. C., Tuckwiller, E. D., Maynard, K. L., Konold, T. R., & Coyne, M. D. (2010). A response to intervention model for vocabulary instruction: The effects of tiered instruction for students at risk for reading disability. Learning Disabilities Research & Practice, 25(3), 110–122. https://doi.org/10.1111/j.1540-5826.2010.00310.x
