The Importance Of Interconnectivity And Reading

Learning to read is a complex task which involves active problem solving through the implementation of several intertwined skills. When providing reading instruction, it is not feasible to expect that children will pick up these skills implicitly. Effective reading instruction requires an explicit and systematic approach which aims to develop the specific skills and understanding required for successful reading. As children move through the stages of reading, learning is supported through methodical and integrated instruction in concepts of print, phonemic and phonological awareness, phonics, fluency, vocabulary and comprehension. However children are active learners rather

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

There are three literacy development stages, which are emergent, beginning and fluent. Children who are in the emergent stage are beginning to notice print and understand the purpose of printing, which is to communicate with others. In addition, they start noticing the way that people around them utilize print, i.e. they notice that people write left to write and top to bottom, and also notice that, their spoken words can be written. Children whose parents promote reading and writing at home are most likely to begin kindergarten already on the emergent stage. Most children will become emergent readers in kindergarten, unless the child has some sort of learning

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)

McGee and Richgels recognized four different stages of literacy development, which are the beginners, novices, experimenters, and conventional readers and writers. The first stage, which is the beginners, are children from birth to 3 years old age. These children are focused on awareness and exploration and have yet to find meaning in written symbols. Second is the novices, these children are 3 to 5 years of age and are conscious of writing. Thirdly, is the experimenters which are ages 5 to 7. During this stage, children become familiar with letters and are beginning to invent spellings. Lastly is the conventional readers and writer stage which is seen in ages 6 to 8. During this stage, children learn to read and write like adults do.

Learning to read is a complex process that involves phonics, decoding, morphology, fluency, and comprehension (U.S. Department of Education, 2013). Children, who are exposed to language in the form of oral language, phonological awareness, and print knowledge within their home environment prior to entering kindergarten, are significantly less likely to struggle to read than peers, who lacked such language exposure (Farver, Xu, Lonigan, & Eppe, 2013). Therefore, children experientially acquire a basic literacy foundation at home prior to entering school. Even without such literacy experiences at home, one of the most important predictors of long-term school success is early literacy instruction in prekindergarten and kindergarten (Justice, Kaderavek, Fan, Sofka, & Hunt, 2009; Lonigan, Farver, Phillips, & Clancy-Menchetti, 2011; Vellutino, Scanlon, Zhang, & Schatschneider, 2008). Early reading instruction that includes print knowledge, phonological awareness, and phonics has been shown to be necessary for establishing foundational skills in subsequent reading acquisition (Bingham, & Patton-Terry, 2013). Since a solid foundation in reading leads to future reading success, identifying and addressing reading difficulties during the primary grades (i.e. kindergarten, first, and second grades) is a high priority for school personnel

“It matters little what else they learn in elementary school if they do not learn to read at grade level (Fielding, Kerr, & Rosier, 2008, p. 30).”

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.

When children are learning to read, they will move through different stages. Children will move through these stages at their own pace, some will require more time and others may be ahead and understand the level of reading. It is important for the different stages to be recognised and these different stages are:

As we know learning to read at a young age can be a tedious and frustrating time for young children. In school one of the

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.