Children Is A Waste Of Time For A Literacy Program

Reading is an acquired skill, developed through explicit teaching and founded upon a child’s innate ability to hear and process sounds from birth. Beginning at birth exposure to oral language, gestures and the functions of communication (Fellows & Oakley, 2010 p.165) allows exploration of sounds and words and their connection to each other, and introduces cue systems that will later assist in decoding complex text as development of reading ability occurs. Cue systems including linguistic rules of speech, such as grammatical, pragmatic, semantic and syntactic structures (McDevitt & Ormrod, 2004, p. 324), provide readers with strategies and knowledge for comprehension and phonological awareness (Gascoigne, 2005, p. 1). Rich language exchanges

Introduction to reading comes through phonetic reading boxes. The reading boxes are cleverly organized, going from simple to the complex. Reading does not follow the same process of writing, which is taking our own thoughts and symbolizing. When we read, it is not our language with which we are working with, it is the author’s language. Reading is the analysis of the language followed by a synthesis. Story telling and socio-dramatic play in the environment can help the child develop an imagination that fosters a higher capability to understand what is being read to them.

Learning to read is beginning to develop earlier in elementary grades. Students are expected to be emergent readers by the time he or she leaves kindergarten and enters first grade. If a child is not, he or she is labeled as being behind. According to Hughes (2007) emergent readers are using early reading strategies in consistently, read easy patterned text, retell text with simple storyline, and respond to text at a literal level. Hughes (2007) also says literacy develops in young children through play, daily conversation and interactions with text of all kinds. Many children come with emergent literacy skills; can recognize signs and labels, scribble letters, retell stories by pointing at pictures and talking about them, and some have varying degrees of phonemic and phonological awareness. This essay will define and explain implication for each theory in learning to read.

I believe that reading is an important way for children to learn. However, there has to be a combination of everything. The primary goal of language and literacy during the infant and toddler years is to help children hear and distinguish the sounds of language in their environment (p.44). I believe that children need to play in order to develop their fine, gross, and other skills. The need to explore and the experience will help them to self-regulate their emotions. According to the article, the most effective ways to prepare your baby for reading involve playing games and sharing book, and repeating words.

As the standards of education change a consistent factor remains the focus on reading. Early childhood educators must provide an atmosphere that is both developmentally stimulating to the student while also meeting the standards of education. The methods used to help recognize phonics and begin the transition into emergent readers vary from student to student. Without the foundation of phonics research shows that a child will not learn to read. All children must know the alphabet in order to communicate effectively. Phonics cannot be drilled into the child. This will only produce memorization. Instead, educators must understand a child’s individual needs as well as balance. There is no true need to teach phonics as a separate subject. Most children will develop a sense of curiosity from their own knowledge, ideas, and interest. There will of course be a select few that may benefit from a more formal instruction. When children

Early induction into literacy in affective and engaging events provides children with positive reading lessons before they are able to recognise alphabet symbols or realise the significance of print.

Interactive shared book reading is a practice that adults can use when reading with children, which are intended to enhance young children’s language and literacy skills (Phillips, Norris, & Anderson, 2008). This practice can be used in an individual, small group, school or center-based setting. Most of the environments where this practice is taking place, according to the WWC Intervention Report, are day care centers or HeadStart classrooms with children aged 3 to 5 and often minority racial groups of low socioeconomic status (Bochna, 2010). This is implemented by an adult reader reading aloud, making sure the students can easily see, and using different structured interactive techniques to engage the children

Reading aloud is a common practice in primary classrooms and is viewed as an important vehicle for vocabulary development. Read aloud are complex instructional interactions in which teachers choose texts, identify words for instruction, and select the appropriate strategies to facilitate word learning. Reading aloud to children provides a powerful context for word learning. During read aloud interactions, word learning occurs both incidentally and as I stop and elaborates on particular words to provide an explanation, demonstration, or example.

Whether in English, Spanish, or any language from around the world, reading out loud to children provides them with life-altering benefits. Topics in children's literature include traditional stories (fairy tales or legends), modern fantasy (talking animals, miniature kids or people), realistic fiction (poverty, sibling rivalry), historical fiction, or biographies. Reading stories aloud to children helps them learn feelings for others, to visualize alternative sides to a scenario. When reading aloud fairy tales or modern fantasy, kids learn to use their imagination, to look at their world from a heightened perspective. Young children learn a lot when books are read aloud to them. Reading stories to youngsters additionally provides opportunities

This resource had been created to encourage a child to learn to read through play. It is in the form of a game and it is aimed at helping a child repeat the words that extra practice is needed from a book that has been read. The resource created is a game that incorporates play and praise in which are essential skills to support a child that is learning something new. Games enable all children to develop skills without pressure and are particularly important for children who may be less confident (Lindon, 1993). The ‘Let’s Read’ game can be used for a variety of ages as the words can be changed and personalised depending on the child’s reading ability. This game is a good way of helping to teach a child to read and improve on words that they struggle with because it is taught by learning through play, therefore the child is less aware they are learning and it is a fun way to practice. The child is also receiving praise and reward through the star reward sheet that comes with the game. By

Constructive early language and literacy development can be an ally to opening a child’s (ren) imagination; this will enhance and empower their potential to become successful readers. As the children grow (birth to 3 yrs. old) their brain goes through an extradinary developmental process and they begin to think, learn, communicate and rationalize things. When this early developmental stage is not being nourished the child will feel the affects of it in the long run. Children that come from low-income families that are enrolled in schools are affected the most. Educators and parents can assist these children by giving them the support (early-on) that they need to sustain a healthy learning environment. As educators it is our duty to create an environment that will help in this process.

Reading to a child has a tremendous impact on their language development. The more a child is read to the more connections are made in the brain. Rereading the same book helps the child make connections between the way the words look and sound.

Swanson et al. (2011) conducted a meta-analysis, A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool Through Third Graders at Risk for Reading Difficulties, to determine which interventions were the most useful for preschoolers to third graders who were at risk for reading difficulties. Their research examined the effects of five read-aloud interventions, which included: dialogic reading, repeated reading, limited questioning, computer assisted, and extended vocabulary (pg. 261).

When students enter into the kindergarten classroom, they are greeted with a plethora of new knowledge that they may have previously not had exposure, such as phonics, phonemic awareness, fluency, comprehension, and vocabulary. Within these, vocabulary is often a major struggle for many children in kindergarten. Young children are often exposed to vocabulary through conversations, but not in a manner of teaching it explicitly. Through this literature review it was my goal as a researcher to find primary studies that focused on high quality instruction in the field of emergent vocabulary, especially in the kindergarten classroom. This topic came into fruition through wanting to understand literacy practices in kindergarten classrooms, since the implementation of Common Core State Standards.

When data from students who had average accuracy and fluency scores, but lower comprehension scores were compared to data from those with similar accuracy and fluency but average comprehension, the consistent differences were found to be lower oral language and vocabulary skills in the poor comprehenders upon entry into formal schooling. (Nation, Cocksey, Taylor & Bishop) Thousands of dollars each year are spent on intervention, trying to improve the reading of children that show delays. When one reads, the clear goal is comprehension of what is read. Without communication of ideas between the author and reader, decoding texts is pointless. Most intervention programs are focused on phonics and word decoding. Oral language interventions concurrent with vocabulary and comprehension tasks at age eight have been shown to lead to significant improvements in reading comprehension. (Nation, et al., 2010). Reading comprehension is not merely a product of being able to decode words and sentences. How we teach children to process and integrate the ideas found in text can have a large impact on their ability to function in a world of ever expanding knowledge and information.