Early Reading

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. more...

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Reading skills begin right from the time the child is born as they listen to the speech 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 thoses 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 Approach 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). Skipping and guessing is always encouraged. "Inventive" spelling is also acceptable.

Read more at Wikipedia.org