Reading requires children to make meaning out of print. They need to know the different sounds in spoken language and be able to connect those sounds to written letters in order to decipher words. They need
A self-taught reader, also known as a spontaneous reader, is a child who has figured out how to read without any formal reading instruction, thereby breaking the code. … A child first realizes that letters represent sounds and that together letters represent words.
To improve students’ reading comprehension, teachers should introduce the seven cognitive strategies of effective readers: activating, inferring, monitoring-clarifying, questioning, searching-selecting, summarizing, and visualizing-organizing.
Basic reading skills include vocabulary acquisition, pre-reading strategies, textual comprehension, organizational skills and response techniques. Mastering basic reading skills enables a reader to increase their reading speed, comprehension, and overall vocabulary.
Reading starts in your brain like any other visual stimulation, in the general visual areas of the occipital pole of the brain, but then very quickly moves into an area which concerns the recognition of the written word. … Your brain has areas that are shared between spoken language and written language.
Reading develops the imagination
Neuroscientists at Emory University found that reading can “improve brain function on a variety of levels,” and “enhance connectivity in the brain.” The report went on to explain that reading could “improve the reader’s imagination in a way that is similar to muscle memory in sports.”
Learning to read in school
Most children learn to read by 6 or 7 years of age. Some children learn at 4 or 5 years of age. Even if a child has a head start, she may not stay ahead once school starts. The other students most likely will catch up during the second or third grade.
Reading does not develop naturally, and for many children, specific decoding, word-recognition, and reading comprehension skills must be taught directly and systematically. We have also learned that preschool children benefit significantly from being read to.
Experts say that most children learn to read by age 6 or 7, meaning first or second grade, and that some learn much earlier. However, a head start on reading doesn’t guarantee a child will stay ahead as they progress through school. Abilities tend to even out in later grades.
Reading is broken down into five main areas: phonemic awareness, phonics, fluency, vocabulary, and comprehension. According to the National Reading Panel , it’s important to understand these 4 different parts of reading and how they work together.
The National Reading Panel identified five key concepts at the core of every effective reading instruction program: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension.
There are three different styles of reading academic texts: skimming, scanning, and in-depth reading. Each is used for a specific purpose.
Meaning making must be central to the teaching of reading. All teachers are expected to teach phonics explicitly, alongside supporting students’ literal, inferential and evaluative comprehension and to support students’ interest, engagement and enjoyment with books and other texts that they read and view.
Level 1 – Literal – Stated facts in the text: Data, specifics, dates, traits and settings. Level 2 – Inferential – Build on facts in the text: Predictions, sequence and settings. Level 3 – Evaluative– Judgement of text based on: Fact or opinion, validity, appropriateness, comparison, cause and effect.
These three phases are pre-reading, while-reading and after-reading phases. Each of them has its own important role. They are all necessary parts of a reading activity. In language classrooms, these phases have to be put in consideration in order to achieve to develop students’ reading skills.
Decision makers have fairly limited cognitive processing capacity. Consequently, when information overload occurs, it is likely that a reduction in decision quality will occur.” Reading is a beneficial activity. But reading too much can also kill your brain’s productivity especially when no new meanings are created.
Human brains are naturally wired to speak; they are not naturally wired to read and write. With teaching, children typically learn to read at about age 5 or 6 and need several years to master the skill.
Brains Learn Best Through Active Learning
Case-based problem solving exercises. Debates. Group discussions. Peer instruction exercises – one of the best ways to improve understanding is to teach material to a peer.
Whether you’re reading 30 minutes each day or upwards of two hours, the key is to get some (book) reading in every single day. The benefits are well charted: improving both intelligence and emotional IQ, reducing stress, and allowing readers to, on average, live longer than non-readers.