Reading Is A Process Of Translating Visual Codes Into Meaningful Language

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

“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.

Senechal (1996) study show that students’ achievement level in reading improved when they had early exposure to storybook and early literacy in the home (Senechal, 1996). This study examined whether storybook, reading and the amount of teaching in reading and writing skills, provided by parents in the home would enhance the language skills and

Parental involvement is very important to the physical and mental growth of a child, but is early literacy and parental involvement important? Is reading to your child and having an environment that supports literacy important? The answer to these questions is yes. In the article Literacy development begins at home, with a literate home environment by Laura J. Colker, she talks about how important literacy is and how much of an impact it has on the child’s growth in reading. Researchers have found that it is just as important to read and write in the home as it is in school (Colker, 2014)

The article targets three main purposes including: how shared book reading provides intervention to young children, to determine pitfalls that could arise from adult-child storybook reading, and to recommend strategies to avoid the stated pitfalls. Kaderavek and Justice (2002) stress the importance of book reading interactions because it reflects contemporary perspectives in the administration of speech and language services to young children. There are four areas of interest targeted in shared book reading, and for each area, there is a list of potential pitfalls that could arise due to various reasons. For each pitfall, there is a list of ways to modify intervention in order to make shared book reading interesting to all

National Institute of Child Health and Human Development. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Report of the National Reading Panel. Washington, DC: Author. Retrieved March 28, 2018 from http://www.nichd.nih.gov/publications/nrp/smallbook.cfm. In 1997

Learning to read is a valuable and important skill that children acquire from a very early age. Children gain an understanding of the different sounds in our spoken language from a wide range of different experiences and social interaction with their environment. For example, singing and saying rhymes, sharing books, making and listening to music, pretend play, listening to adults and joining in conversations etc ect. as mentioned by Vygotsky (1978)

According to Dr.Seuss, “The more that you read, The more things you will know. The more that you learn, The more places you’ll go”. I was about seventeen years old, watching my little cousin “Autumn” , while my aunt was in the hospital. Every chance I get I would read a Dr.Seuss book to Autumn, because reading kept her quiet or either put her to sleep. Reading to your child at an early age, As a child, I was introduced to books that competition my interest, hobbies and had plenty of sources to receive books. “How to make your child want to read? Encourage your child to read, by raising your child to love to read.”

Reading has become an integral part of our lives; within the world we live in today we rely heavily on information and environmental text. It is important that from an early age Children are immersed in books everyday. With parents reading short stories to there children daily it will be inevitable that those children will stand a better chance at becoming stronger fluent readers. However distractions at home can have a detrimental affect on children’s development in reading as parents may not have

Whitehurst, Arnold et al. (1994) employed the evaluation of intervention reading program at the beginning of school year where an adult reader, both a parent and teacher, engaged with children during the reading process at the home and school. This method of interacting with parent and teachers encouraged children to respond questions by their own words. Consequently, at the end of the year, students increased their vocabulary capacity. Moreover, the intervention of the program increased children ability to expose reading more books, (Whitehurst, Arnold et al., 1994). Wasik and her colleagues (Wasik & Bond, 2001; Wasik, Bond, & Hindman, 2006) employed similar technique of shared reading with other activities in the classroom in aim to strengthen vocabulary through evaluating an early literacy intervention program at the beginning and end of the year. The findings of the study showed the children in the high poverty who participated in the intervention performed better on tests than students in control classrooms (Wasik & Bond, 2001; Wasik et al.,

There are six major stages of reading development; emergent literacy (six months old to six years old), initial reading and decoding (six years old to seven years old), confirmation and fluency (seven years old to eight years old), reading for learning the new (nine years old to thirteen years old), multiple viewpoints (fifteen years old to seventeen years old), and construction and reconstruction (eighteen years old and up) (Evans, 2014). Although all children develop at deferent paces, most of children’s development occurs in the first five to eight years of their life. In these beginning years, they go through the emergent literacy stage, initial reading and decoding stage, and the confirmation and fluency stage.

Reading is a skill often taken for granted but it is essential in order to progress in life. For a child being able to read well helps them learn new things, give ideas and enables use of imagination. National literacy trust (2015) suggests that children’s early language skills can have a major impact on a child’s development of literacy skills. Five-year olds with poor language and literacy have a higher risk of underachieving at age seven and beyond. Reading skills encourage more opportunities in life and it can affect a child’s wellbeing if they do not achieve this effectively (Finnegan,2015).

My philosophy of literacy is centered on providing a learning environment rich in authentic literature, instruction that is engaging, fun, and balanced, collaborative, and also involving families in the child’s education. My ultimate goal of literacy instruction is to help children become lifelong readers and writers by providing the skills necessary to comprehend, construct, and make meaning of text, speak, and write. (Torgesen, 2002). According to the National Reading Panel, there are five essential components that must be taught in effective reading programs: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. (Reading Horizons). According to Konza (2014), reading instruction should be changed to six foundational reading elements, adding oral language and early literacy. I also believe that early literacy should be

Whitehurst, Falco, Lonigan, Fischel, DeBaryshe, Valdez-Menchaca and Caulfield (1988) expressed that parental reading style is most effective during shared reading. By training parents, teachers and librarians in a specific “dialogue reading”, it showed that the children in the trained adult group did better on language measures than those children who were read to by untrained adults for an equal amount of reading time. Children who are actively engaged during the shared book reading tend to relate what they are reading to their own experiences and by doing this they are continuously improving their language without actually intending to. For example, in the study by Blake, Macdonald,