Instructional Strategies For Kindergarten Children

Reading does not only go by books. One can read everywhere—through road directions, signboards, and even in the television. This will inspire the child to look around his surroundings and learn the things about him. A parent should make every reading activity fun and exciting, as the kids are always looking for something new and fascinating. Reading lessons should not be a monotonous, chilly session within a room. This could become an enjoyable activity for the child to appreciate.

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.

“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.

Kids learn to read at different rates. Precocious children can identify dozens of sight words in kindergarten, while slower kids generally have some command of reading by third grade. Eventually, of course, nearly everyone reads at some level, with the US literacy rate at 99 percent, among the best in the world (though the fact that one out of a hundred people in America still can't read is, admittedly, somewhat depressing.)

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

Instructional processes for reading instruction have been argued about throughout time, though it has since been studied and determined that success in reading relates to acquisition of phonological awareness and word knowledge (National Reading Panel, 2000, p. 2-1). Word knowledge is the association of sounds and meaning, later transcribed to a symbolic system used to decode reading. Though without phonemes, the written language becomes ‘arbitrary’ (Yopp & Yoop, 2000, p. 131). Whilst these features are detrimental to language and literacy learning in

I believe that all children need to be exposed to books from a very early age. By exposing children to books from the start, it will build up their interest and curiosity so that when they get to the reading stage they will succeed and have a rich vocabulary knowledge. By placing books in my pre-kindergarten class, the children will learn about the concepts about print, and as they progress through the year they will learn the the words in the story is what contains the message, and that each story has a meaning. In my book center, I will also have puppets that go with some of the books so that the children can use the puppet while reading and have the puppet mouth the words, or use the puppet and act out the story. In my book center the children will have the opportunity to read to one another as well as by themselves, this will help each child work on their listening, communication, speaking, and

According to Stanovich (1986) and Kaminksi & Powell-Smith (2016), phonological awareness stands out as the highest predictor of reading acquisition. Phonological Awareness (PA) is the process in which students learn that words are made up of phonemes (sounds) and learn each individual phoneme (Eissa, 2014). PA is the ability to recognize rhymes, counting syllables, and separating the beginning sound from the ending sound (e.g. /c/ from /at/) (Yopp & Yopp, 2000). More than twenty percent of kindergarten and first grade students struggle with an aspect of PA; furthermore eight to ten percent show significant delays (Trehearne, 2003).

One important concept I noticed while reading this chapter is how influential a child’s development is to their response to reading. Many children read books that are common for their stage of cognitive development. For example, according to Jean Piaget, children in the sensorimotor stage are more inclined to read books that appeal to their senses. This is why children, ages birth to two, enjoy tactile, rhyming, and picture books. During this stage children learn how to properly hold a book and how to turn the pages. It is until much later that children have the ability to read and understand chapter books. This skill is usually obtained in the concrete operations stage. This concept is extremely important because an educator’s

The purpose and process of teaching literacy to young children should first start off with assessing the child to see what they know and where they need improvement. In addition to give effective literacy instruction in early childcare as an educator you must provide the pre-K and Kindergarten children with developmentally appropriate practices and strategies an environment and conducive setting, materials and tools should be readily assessable. Furthermore by ensuring that the proper tools and materials are assessable it allows the children to have an enhanced experience, and social support that encourage DAP and early forms of reading and writing to assist the children in development and cognition of literacy. There are eight specific useful

In order for students to be able to read fluently, they must have a strong grasp of phonological awareness and be able to apply the alphabetical principal. Phonemic awareness has been found to be a strong predictor of reading success (IRA board issues position statement on phonemic awareness, 1998). When students develop these prerequisite skills, reading unknown words becomes effortless (Torgeson, 2002). Consequently, students can then spend their efforts on comprehending the text. Early readers are much more likely to become life-long learners that are willing to tackle a variety of

Learning to read is a complex task which involves more than just decoding the print on the page. The goal of reading is to construct meaning from the text (Winch, 2014). While the teaching of decoding skills is an extremely important step in the reading process, simply having the skills of decoding is not enough to become a successful reader. For this reason, the key elements of the reading process will be discussed in an order which allows children to develop the building blocks necessary to become a successful reader. Systematic and explicit reading instruction is vital for reading development as it allows children to build on the previously acquired skills and strategies required to become a successful reader. The purpose of this essay is to explain why having a concept of print, phonemic awareness, phonics and comprehension are important to the reading process and how effective teachers teach these skills.

Phonemic awareness is one of the five components of reading in which students must gain knowledge and manipulation of sounds in spoken words. We know that phonemic awareness is important in learning to read languages that are based on an alphabet. It may also be used as a prediction tool for how well a student will learn to read. Phonemic awareness helps young children use more advanced ways of learning new words that involves forming connections between visual information about a word as it appears in print, its meaning, and pronunciation. To add, phonics is the relationship between written and spoken letters and sounds. Phonics instruction is intended to help young readers understand and use the alphabetic principle. Systematic phonics instruction improves comprehension and impacts word

Phonemic awareness is an auditory skill. It is “the understanding that spoken words are made up of separate units of sound that are blended together when words are pronounced” (Learning, 2004). Phonemic awareness is the first step to learning how to read. It is a skill that needs to be taught from a very young age, this is because the more a child’s phonemic awareness is developed the better their development in reading will be (A guide to effective instruction in reading, 2003). The skill of phonemic awareness is essential to a child’s ability to make meaning, as ‘it involves the ability to detect, count, segment, blend and manipulate’ the different sounds in words (Fellowes, & Oakley, 2014). Phonemic awareness is the basis of reading and

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.).