Reading stories to young children has a significant impact on a child's vocabulary development (Mol & Bus, 2011). Children acquire words incidentally by being read to, show growth in word knowledge even upon a single exposure to a novel world ( Carey & Barlett, 1978). In general, more exposure to an unknown world children have, the more likely they are to acquire that world, without any explicit vocabulary instruction(Robbins & Ehri, 1994). These findings are consistent with current theories of language acquisition (Krashen, 2003; Smith,2004), which hold that the development of literacy is primarily a result of language comrehension(listening and reading), not of direct instruction and "practice"
