Learning To Read: A Case Study

Starting from the parents, the child must inherit the instinct of wanting to learn to read, developing the curiosity that comes with the increase of knowledge, interaction with others and building positive memories, that motivate the child’s learning to read. An approach that Vygotsky supported promoting scaffolding, a guided process that adults use to teach students how to master a skill, in this case a reading and writing skills. Children begin from the womb recognizing parent’s voices, singing tone for then building connections through prints and letter sounds in an environment that promotes literacy with stories, songs, games, group activities with families, “All about me” share, and “Show and tell”, to display and build a sense of belonging in the class. Nevertheless, incorporating strategies or methods that facilitate learning to read stimulated by own personal learning style. Most young children learn kinesthetically and are visually-sensory prompted to hands on experiences, using appropriate materials in a different setting. Foremost, with an ongoing informal and formal assessment to evaluate students’ pre-knowledge at the beginning of the scholastic year, students’ way of learning, feelings, and connections through the year, and at every lesson, check for understanding, and ways to improve the next step. Ongoing assessment is part of the whole learning process, it will tell you how the students learn, and achieve appropriate reading and writing goals. A good reader promotes a good writer and vice versa, but a firm stepping stone during the developmental stages, in rich literacy environments, attempting to positive interactive experiences, and always monitored, influences the chances of the child sense of wanting to learn to

Early reading success is the foundation of a student’s knowledge and self-esteem. The foundation also provides future opportunities for growth. Students must learn to read proficiently so that they are able to learn more in future grades, post-secondary schools, and the workforce. Beverly Tyner’s Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers states “In the United States, which offers few career opportunities for the illiterate, teaching children to read proficiently is the most important single task in education.” (Tyner, 2009). Beverly Tyner created the Small-Group Differentiated Reading Model which incorporates research-based strategies for teaching beginning reading skills and skills

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

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

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.

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

Children can take more than one of these steps at the same time. This list of steps, though, gives you a general idea of how your child will progress toward reading.” (Helping your child become a reader) While these ideas may seem structured, it is also important to allow children to be creative and use their imagination. Although reading is imperative, too many arrangements and rules can turn a child off and lead to feelings of resentment, anger, and resistance. Reading should be set to the tone and pace of the child.

Literacy is important for young children. It’s so much a child has to know before entering kindergarten. The Essentials of Early Literacy Instruction stressed the importance of teaching literacy. Early literacy is an emerging g set of relationships between reading and writing. Today a lot of terms have been referred to for literacy development for preschoolers the term that’s mostly used is early literacy. The term was chosen because the earliest forms of literacy development are forming reading and writing concepts. Linking early literacy to play is the most effective way to for young children to learn. There are many ways educators can teach literacy activities such as rich teacher talk, storybook reading, phonologic awareness activities, alphabet activities, support for emergent writing, shared book experience, integrated, and content-focused activities, Young children understand print by oral and written language. Asking students to help read a book and turn the page help them understand the basics of a book. There are at least three critical content categories in early literacy: oral language comprehension, phonological awareness, and print knowledge. Children need to learn phonological awareness, alphabet letter knowledge, the function of written language, a sense of meaning making texts, and vocabulary. Alphabetic writing is quite difficult once children understand the language of their community they learn which words stand for which concepts in that language.

Parental involvement in education is necessary in order for children to be successful when learning how to read. Children who lack support from their parents and guardians often have difficulty advancing in school, and those who do have parental support and positive home literacy experiences often find academic success at an early age. Children are expected to become fluent readers, and a foundation for reading must be established at an early age with the support of a child’s parents or guardians. Reading activities at home and the influence a parent has on their child is beneficial for young children in so many ways, and at home, parents can reinforce what is being taught at school with their children in order to create a better understanding of learned curriculum and reading skills. Strong parental support in education is an important aspect of a child’s reading development because print rich

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.).

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 – the ability to represent the sounds of language by written symbols has existed for approximately 4000 to 5000 years and is inarguably one of the most fundamental and wonderful technique humans have ever developed. However, despite much effort and funding dedicating to wide literacy development, even now in America for instance, 50% of adults cannot read a book written at an eighth grade level (National Center for Learning Disabilities). In order for the entire population of today’s society to have proper reading skills, scholars and educators around the world realize that literacy movements need to focus on much earlier stages of human development. Researchers in the education field have reached a consensus that reading is crucial in childhood by revealing supporting evidence from studies focused on children aged 0-6 years, 6-12, and young adolescents. Many interesting findings also include that reading proficiency of children is critical because it can reflect society’s criminal and economical status. Moreover, modern studies show that the importance of childhood reading cannot be fully explained without mentioning the environment where children are raised, as the environment greatly affects children’s reading proficiency.

According to Lerner (1988: 349), the ability to read is the basis for mastering various fields of study. If the child at an early age does not immediately have the ability to read, then he will have many difficulties in studying various fields of study in the

Learning to read is one of the most foundational skills needed for educational success. As children learn to read they develop the ability to decode, interpret, and store information from what they are reading. Reading comprehension allows a child to gain meaning from text and decoding allows a child to process sounds into words. Reading is vital to educational success because it allows a student to learn new information and build upon their prior knowledge. Students who attain reading skills are more likely to achieve academic success while students who have reading difficulties are likely to struggle academically and fall behind their peers. Reading difficulties have been prominent within the US for years. For example, the most recent National Assessment of Educational Progress statistics shows that only about 33% of fourth graders are at or above proficient at reading (National Center for Educational Statistics, 2011). Studies show that the cause of reading difficulties is based primarily on genes, environment, and instructional experience (Vellutino, Fletcher, Snowling, Scanlon, 2004). Students with a language learning disorder have difficulty comprehending spoken and written language thus making it difficult to learn new information. Children with reading disabilities are more likely to struggle during elementary school years as students are asked to think about what they read more critically. Speech language pathologists and teachers can help

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.