Reading readiness: Difference between revisions
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As a child's experience with [[literacy]] related activities is highly correlated to a child's success with [[reading]] it is important to consider a child's developmental level when choosing appropriate activities and goals. Early enjoyable reading experiences set the stage for a child's desire to learn later in life. By creating developmentally appropriate activities (activities that are fun and challenging but not frustrating), the child will gain knowledge that will serve as the foundation for further learning as he or she enters the school system. |
As a child's experience with [[literacy]] related activities is highly correlated to a child's success with [[reading]] it is important to consider a child's developmental level when choosing appropriate activities and goals. Early enjoyable reading experiences set the stage for a child's desire to learn later in life. By creating developmentally appropriate activities (activities that are fun and challenging but not frustrating), the child will gain knowledge that will serve as the foundation for further learning as he or she enters the school system. |
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Reading Readiness is a highly individualistic. There is no "one size fits all" solution to teaching a child to read. A parent or educator may need to employ several techniques before finding the most appropriate method for an individual child. According to [[Vygotsky]]'s[[Zone of Proximal Development]] a child can, through the help of an adult or more capable child, perform at a higher level than he or she can independently. The process of learning to read should thus be supported by a caring and supportive individual. |
Reading Readiness is a highly individualistic. There is no "one size fits all" solution to teaching a child to read. A parent or educator may need to employ several techniques before finding the most appropriate method for an individual child. According to [[Vygotsky]]'s[[Zone of Proximal Development]] a child can, through the help of an adult or more capable child, perform at a higher level than he or she can independently. The process of learning to read should thus be supported by a caring and supportive individual. |
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Revision as of 22:01, 9 December 2004
Permission to use this picture was given by J.Boyland
Reading readiness has been defined as the point in which a person is ready to read and the time over which a person transitions from a non-reader to a reader. Other terms for reading readiness include early literacy and emergent reading.
Reading skills begin right from the time the child is born as they listen to the speach around them. In order to read a child must have knowledge of the oral language. According to the Ontario Government (2003), the acquisition of language is natural while the process of learning to read is not. Reading must be taught to children. This belief contradicts the whole language philosophy which states that children learn to read while they learn to speak. The Ontario Government (2003) also believes that reading is the foundation for success and that those children who struggle with reading in grades 1-3 are at a disadvantage in terms of academic success, compared to those children who are not struggling. Fortunately, through the reading recovery program children who are struggling with reading are given extra support.
As a child's experience with literacy related activities is highly correlated to a child's success with reading it is important to consider a child's developmental level when choosing appropriate activities and goals. Early enjoyable reading experiences set the stage for a child's desire to learn later in life. By creating developmentally appropriate activities (activities that are fun and challenging but not frustrating), the child will gain knowledge that will serve as the foundation for further learning as he or she enters the school system.
Reading Readiness is a highly individualistic. There is no "one size fits all" solution to teaching a child to read. A parent or educator may need to employ several techniques before finding the most appropriate method for an individual child. According to Vygotsky's Zone of Proximal Development a child can, through the help of an adult or more capable child, perform at a higher level than he or she can independently. The process of learning to read should thus be supported by a caring and supportive individual.
Instructional Programs for Reading
whole language Philosophy: With this model, reading is taught by keeping language whole and not segmented into fragments or skills. Within this philosophy, the child is expected to learn to read and write as he or she learns to talk. Reading, writing and oral language are considered to be intertwined. Some strategies according to the whole language model include encouraging the child to learn to read by "reading." This model also believes that adults should allow the child to witness reading behaviours (i.e. holding a book properly). It is also important for adults to model these behaviours in an environment that is free from criticism (Matthews, Klassen and Walter, 1999).
The phonics approach: This approach involves teaching grapheme (the relationship between letters) to phonemes (the sound).
Other reading Tips
It is suggested that by providing the children with the knowledge of spelling patterns (that is the combination of letters that are likely to occur within the English language) that spelling and reading will become much easier for the child. It is thought that once we (as adults) really look at the rules to the English language we use everyday and have internalized within ourselves, that it will become clear that there is some order and regular patterns that we follow. Once we are aware of these patterns, we can help children begin to understand these rules that we follow on a daily basis.
Some suggestions for reading skills
- Read to the child
- Have the child "read" to you. Allow the child to make up a story based on the picutres within the book
- Reread stories multiple times
- Omit words of a familiar story and allow the child to fill in the blank
- Allow the child to experiment with words
- Point to the words on the page as you read out loud to the child. This enables the child to gain an understanding that sentences consist of separate words.