Creating a Love for Literature in Early Childhood Special Education Classrooms

Developing a love for books in young children can be challenging, especially in early childhood special education classrooms. Many students may initially resist reading or show little interest in books. Yet, fostering a positive relationship with literature is crucial for building literacy skills and supporting overall development. This post shares practical strategies used by an early childhood special education teacher to inspire a love for literature in students who usually do not enjoy books.

2025-26 library

Building a Welcoming Library Center

One of the most effective ways to encourage reading is by creating a dedicated library center in the classroom. This space should feel inviting and comfortable, encouraging students to explore books at their own pace. Flexible seating options such as bean bags, cushions, or small chairs help create a cozy environment where children want to spend time.

During daily center time, the teacher spends a few minutes in the library center modeling how to read books. Reading aloud with expression and enthusiasm captures students’ attention and shows them how enjoyable stories can be. Inviting students to sit nearby and follow along helps them feel included and supported.

The library center becomes more than just a place to find books; it turns into a space where students develop a relationship with literature. This connection lays the foundation for literacy skills by making reading a positive and familiar activity.

Here's my favorite components of a great library center:

A soft welcoming rug makes the area cozy and inviting.

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A sturdy bookcase that is organized and

the right height for your students.

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Comfy seating that fits your students.

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And of course, fun books! I try to add books based on my students interests as well as my favorites all year!

Modeling Reading Behavior

Children learn a lot by watching adults. When teachers model reading behavior, they demonstrate that books are valuable and fun. This modeling includes:

• Reading aloud daily with varied voices and emotions

• Showing excitement about new books or favorite stories

• Talking about pictures and asking questions to engage students

• Demonstrating how to handle books gently and turn pages carefully

  
  

These actions teach students how to interact with books and encourage curiosity. Over time, students begin to imitate these behaviors and develop their own interest in reading.

Encouraging Student Choice and Participation

Giving students the freedom to choose books that interest them increases motivation. The library center should include a variety of books that reflect different themes, cultures, and reading levels. When students pick books they enjoy, they are more likely to engage deeply.

Teachers can also encourage participation by inviting students to share their thoughts about stories or predict what might happen next. This interaction makes reading a shared experience and helps students feel confident expressing themselves.

Using Multi-Sensory Reading Activities

Many children in special education benefit from multi-sensory learning approaches. Incorporating tactile, visual, and auditory elements into reading time can make stories more accessible and enjoyable. Examples include:

• Using textured books or story props

• Incorporating songs or rhymes related to the story

• Acting out parts of the story with movement or gestures

  
  

These activities support comprehension and keep students actively involved.

Creating Consistent Reading Routines

Consistency helps children feel secure and understand what to expect. Setting aside a regular time each day for reading, especially during centers, builds a routine that students can rely on. This predictability encourages participation and helps reading become a natural part of the school day.

Celebrating Progress and Effort

Recognizing students’ efforts to engage with books boosts their confidence and motivation. Simple praise, stickers, or a special storytime for those who try new books can reinforce positive behavior. Celebrations do not have to be elaborate; the key is to acknowledge progress and make students feel proud of their reading journey.