Enhancing Reading Interest in Children from Birth to the Elementary Level
Reading skills are equally important as compared to any other skills, which a person should develop. The reading skills in the case here needs to be developed from adolescence, which gradually enhances throughout the life. Reading and learning are closely connected to each with the interface being the interpretation. It is a general fact that our brain grasps things for a longer time if it can interpret what is being read (Sanjay, 2011).
The degree of reading skills pertaining to a person determines the learning capability as it is a skill to make the interpretation faster. Decoding, fluency, vocabulary building etc. are developed by reading. Reading skills are required
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• Inactive involvement of parents and family members in learning the process.
Avoiding the above factors would eventually end up in enhancing the reading skills in children. Besides, there are some other implications which can be done to enhance the reading skills in children of different age groups.
It is a proven fact that children ageing between 3 to 6 years are open to learning in different contexts. This gives a further implication that if children are made to read during age period, they would adopt it and continue the practice throughout their life. For this to happen, it is totally dependent on the parents to get their child read more and more during this age period. Reading out books to children is another great way to enhance the reading skills, this would develop the interest of the child for books and reading; which is quite a necessity for achieving a good level of reading skills (Armbruster, B. B., 2010).
There is also a specific technique called ‘Speech therapy’. In this process, parents or any counsellor diagnoses the problem with the child. This is done in severe cases, where there can be a possible mental disease (Chow, B. W. Y., McBride-Chang, C., Cheung, H., & Chow, C. S. L., 2008). However, this technique can also be used in a generalized manner, where parents can ask their child about the problem he/she is having in understanding the words, focusing or any other problem that they can
… Being read to has been identified as a source of children’s early literacy development, including knowledge of the alphabet, print, and characteristics of written language. By the age of two, children who are read to regularly display greater language comprehension, larger vocabularies and higher cognitive skills than their
Support from parents has proven to be of extreme importance in the literacy success of a child. This often begins with the simple ritual of “bedtime stories” in the home. Studies show that children who are read to as infants perform better in literacy later in life. From a young age, children begin to understand the workings of the written word if they are exposed to it frequently. Babies who are nowhere near having the mental capacity to read and comprehend a book are still able to “follow along” when their parents or caregivers read to them. These children understand that each segment of writing represents a word and they are even able to recognize when a text is upside-down because they are accustomed to the appearance of writing. This puts the child significantly ahead when the time comes to learn to read.
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
These theories, methods, assessments along with the evidence of success in reading at home make it clear that it is extremely important we try our hardest to support literacy in every child. All students can learn. It’s just a matter of making materials interesting and relevant to them, challenging them (but not to hard), and supporting them along the way.
Thought and effort must be applied when a child first begins to read, this is not an automatic process. However, as a student progresses onto reading fluently, reading become an automatic process. This process allows students to read topically, and perhaps not fully understand or pay attention to the content. Generally, society should be aware of this form of automaticity, thus striving for a more conscious and attentive way of reading.
If a child cannot read all facets of their life (socially, academically, relationally, financially, etc.) then they will suffer and this will continue into adult hood. Reading and understanding what you read is essential in almost everything we do such as school work, homework, buying a car, buying a house and much more. It is our job as educators to not only teach a child to read but to ignite a passion for reading, striving to make it something that comes almost as natural as breathing, and something we cannot live without. Developing a comprehensive literacy classroom is an integral part of doing exactly that.
While reading your response to Morality Story; Rasheed’s Ticket I myself did not think the mom was going to be able to show up to the graduation either. I was surprise and had to read it twice. I did notice the difference between my response and your response was that you would not use money out of your pocket to pay for it, and I felt I would because he showed improvement from out of control behavior to decrease altercation. So it is very good to read everyone’s response and see their side of what they will and will not do. Your response also made me think twice on it coming out of my pocket, because I don’t personally know Rasheed. However I did notice that we both agreed on a way to get the money whether it was trying to raise it or other
Kervin, L., Vialle, W., Herrington, J. & Okely, T. (2006). Research for educators. Cengage Learning Australia.
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
As a teacher, you need to encourage all attempts at reading, writing, speaking, and allowing children to experience the different functions and use of literacy activity (The Access Center, n.d.). Moreover, it is crucial for educators to understand phonological awareness and phonics; know what constitutes good children’s literature and how to use it; know children who need additional assistance with beginning reading and writing (Cunningham et al, 2004 as cited in McLachlan et al, 2013, p. 112). Educators also need to plan effective activities to assist children experience reading aloud, listening to other children read aloud, listening to tape recordings, and videotapes so children have opportunities to integrate and extend their literacy knowledge (The Access Center, n.d.). Morrow (1990 as cited in The Access Center, n.d.) notes that classroom with greater teacher facilitation promote literacy behaviours, so it is educators’ role to provide literacy rich
According to Temple et. Al, there are components for reading. “Reading is the act of getting meaning from a written text.” (Temple & Ogle & Crawford & Freppon, 2005, p.7) There are steps to learn to read; first step is “word recognition.” This activity is that readers recognize letters and words. Next step is “phonemes” which is the smallest sounds in language. Readers who in “phonemic awareness” are able to know how to make sounds with letters. In “comprehension” step, readers are able to understand what they are reading. They can improve reading ability by expanding knowledge of vocabulary. If they can understand words faster than previous time and accurately, they are on “reading fluency” step. The last step, which is “interpretation” or also known as “critical reading”, is a time when they are able to understand author’s thought and mind by reading their words and arguments. National Reading Panel categorized literacy by areas of alphabetic, fluency, comprehension, teacher education and reading instruction, computer technology, and reading instruction. Alphabetic includes
No child is identical to the other and some may have difficulties using these strategies. But I do agree with the second point which is that reading instruction needs to be intentional and have a purpose. Each lesson should be planned thoughtfully ahead of time and prove opportunities for students to practice. This is important because beginning reading instruction sets the foundation for the student’s ability to read in the
“The single most important activity for building knowledge for their eventual success in reading is reading aloud to children,” a report from 1985 by the commission
Reading has been a part of my life from the second I was born. All throughout my childhood, my parents read to me, and I loved it. I grew up going to the library and being read to constantly. Especially in the years before Kindergarten, reading was my favorite thing to do. I grew up loving fairy tales and thriving on the knowledge that I could have any book I wanted, to be read to me that night. Having no siblings, my only examples were my parents, and they read constantly. Without a family that supported my love of reading throughout my childhood, I wouldn’t appreciate it nearly as much as I have and do now.
Similarly, we can see this in a study conducting early print exposure. This is the only study I could find that analyzes early exposure of literacy skills through a child life through adulthood. Moreover, the focus of the study was to see how print exposure early on provides a child with literacy skills to make them become successful in literacy when entering adulthood. The result indicated children who are more proficient in comprehension and technical reading and spelling skills read more sufficiently; because of more print exposure early on, their comprehension and technical reading and spelling skills improved more with each year of education. (Mol & Bus).