Teaching Children to Read By Giving Them Something Worth Reading

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“It is not enough to simply teach children to read; we have to give them something worth reading. Something that will stretch their imagination—something that will help them make sense of their own lives and encourage them to reach out toward people whose lives are quite different from their own.” – Katherine Patterson Reading is known as a complicated process of understanding written text. For this reason, reading cannot be developed through one simple strategy or component. In fact, reading is developed through six components. Those six components are comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary. These six components work together and simultaneously to help create fluent readers. Through these…show more content…
Clay, M. M. (2000a), explains, “through experiences in their homes and communities, young children learn that print carries meaning and that reading and writing are used for a variety of purposes” (p.109). At this point in time, children notice menus in restaurants, symbols like Mcdonald’s, as well as listening to stories they are interested in, and noticing letters from parents or relatives. Depending on the culture and community, not all students enter school with a strong foundation in literacy. That is why differential instruction is needed (Solley, J. nd). During this period of time, children are in the emergent stage of reading. Children begin this stage at birth to five years of age. According to Juel, C. (1991), “during the emergent stage, young children gain an understanding of the communicative purpose of print, and they move from pretend reading to reading predictable books and from using scribbles to simulate writing to patterned sentences” (p. 115). During this stage teachers utilize a range of activities like modeled and shared reading and writing activities. Examples of these activities would be talking, reading aloud, singing, drawing, and writing. At this stage young learners begin to understand that speech can be written down on paper. Phonological awareness
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