Four Theories : Learning And Read

The challenge that many students face upon entering first grade in a low social-economic status area is low literacy skills. The students represented in this developmental paper come from low income families whose parents were poorly educated, many illiterate. As a result, students would rarely read to at home, either due to the lack of literature in the home or the parents were non-readers and unable to read to or read with their child.

The four-cueing systems that educators should incorporate within their classroom are phonological (sound), syntactic (structural), semantic (meaning), and pragmatic (social/cultural). According to Tompkins, these systems make it possible for children and adults to read, write, listen, and talk. For beginning readers and writers emphasis should be placed on the phonological system because it applies to phonics skills to decode and spell words (Tompkins, 2014). Ways that educators can apply the phonological system within their lesson is by pointing out rhyming words, decoding words when reading, dividing words into syllables, and pronouncing words. The syntactic system can be used in the classroom by adding inflectional endings to words, creating compound words, and teaching appropriate sentence structure. Educators can teach the semantic system by teaching students the meaning of a word, and studying synonyms, antonyms, and homonyms. The pragmatic system can be taught by varying language to fit a specific purpose, reading and writing dialogue in

When discussing early literacy, its development begins at birth and continues its development throughout yearly childhood years. Literacy is having the skill to read and write. Early stages of literacy begin to develop with the pre-alphabetic skills where they are able to understand the function and its characters and print. “An alphabetic period wherein the child becomes conversant with the alphabetic

Reading begins with a foundation in spoken language. Children must understand the relationship between the ways words sound and how they look and relate to one another on paper. Early exposure to reading and writing introduces children to emergent literacy. They learn that printed words are meaningful, there are different forms of printed matter, there are rules for spoken language transcribed and there are some predictable conventions of written language. Children are effective readers when they exhibit phonological awareness and are capable of identifying distinct sounds that make up words. When presented with phonological awareness,

quite poor it would be harder to see if the scheme would be helping a

First, Bergeron et al. (2009) conducted two studies with single-subject design. Acquisition of grapheme- phoneme correspondence was examined using semantic association strategy supplemented with Visual Phonics. Study 1 looked into five students who were in oral or signing programs and between 3.1 to 7.1 years old. Besides, study 2 investigated different five students who were in oral program and 3.1 to 4.5 years old. 9 weeks of intervention were conducted during the first study; on the other hand, the intervention program for the second study was six weeks long. All children were able to learn and use grapheme-phoneme correspondences; as a result, researchers concluded that the intervention was efficacious.

“The more you read, the more things you know. The more that you learn, the more places you’ll go” –Dr. Seuss. Dr.Seuss could not be any more right. It is often said that once you find the right book, you could go anywhere. Literacy is one of the most important things that a child could ever learn. In order to succeed in society today, one must be able to read, write, speak and even listen. There has been great debate over the different approaches when it comes to teaching children how to read. This essay will go more in depth on both approaches, how the writer learned how to read, how the writer will teach their students how to read.

For a child who is just starting to learn to read, they need sufficient practice in reading a variety of different books to achieve fluency. Reading can be complex and has many different aspects (Burns,1999). It is suggested that children who have problems reading and writing at a young age will find it hard to catch up as they get older and will not reach their full potential as adults, many will withdraw from school or society and some becoming involved with crime (MacBlain,2014). 40 percent of children find learning to read a challenge but with early help, most reading problems can be prevented (Reading Rockets, n.d.).

Emergent literacy intervention is most beneficial when it begins early in the preschool period because these difficulties are persistent and often affect children's further language and literacy learning throughout the school years. Promoting literacy development, however, is not confined to young children. Older children, particularly those with speech and language impairments, may be functioning in the emergent literacy stage and require intervention aimed at establishing and strengthening these skills that are essential to learning to read and write.

Learning to read and write as a child is an experience that all can relate to. The average child learns to read and write at the early ages of three and four. Developing literacy at an early age is crucial to academic development as well as to performance in life. Early development can be just what a child needs to stimulate their minds, which in turn is assisting in the evolution of their future. The early and latter stages of development in a child’s literacy journey are the makings for their reading and writing skills. It also plays part in their analysis of obstacles as well as their developed or problematic literacy future. A child

Literacy consists of a range of ways to understand and decode symbols for communication in a community (Barratt-Pugh & Rohl, 2000, p. 25). Emergent literacy is a term used to describe how young children interact with books, reading and writing (What is Emergent Literacy, 2006, p.1). Emerging literacy is an ongoing process and to ensure this process is successful children need to be stimulated through active engagement with books and writing opportunities.

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.

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

By the mid-1980s emergent reading/literacy became accepted among researchers, early educators, and reading teachers. Emergent literacy appeared as an ERIC descriptor and was recognized as a justifiable area of work in the conventions of the National Association for the Education of the Young Children, the National Reading Conference, the International Reading Association, and other professional organizations (Teale, 1995). According to Teale, the emergent literacy model for preschool reading instruction had far-reaching implications. Daily interactions between parents or other caregivers and children in the home environment were emphasized. The shift to an emergent literacy perspective in the preschool and pre-kindergarten environments meant that reading needed to be taught in those settings (Teale, 1995; Roberts, Jurgens, Burchinal, 2005). In other words, adults in those environments must be considered as the child

Data was collected from three schools - two schools that offered full-day kindergarten and one one school that offered half-day kindergarten to students in two separate classes. The study’s data sources included quantitative data collected by the participating schools for pre and post assessment of the student’s literacy skills and semistructured interviews with the kindergarten school staff. The quantitative portion of the study used Clay’s (1993) Observation Survey sub-tests to collect student achievement data. Clay’s (1993) Observation Survey is a tool used to asses the development of non-readers and emergent-reader. The six sub-scale tests used in this particular study were Letter Identification, Concepts About Print, Word Vocabulary, Ready to Read Words, Hearing and Recording Sounds in Words, and Book Reading Level (). The data from Clay’s Observation Survey sub-tests was collected by a district consultant in early October of 1999 (pre-test data) and then once again in late June of 2000 (post-test data). Data was only used from the students who had been present for both pre and post tests. After taking into account the possible confounding variables, on all of Clay’s (1993) Observation