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Importance of reading to children at an early age
Importance of literacy in lives
The importance of literacy
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Recommended: Importance of reading to children at an early age
Elizabeth Fila
5/15/2014
Augustine
AP Literature
“Learning to read can be a joyful and natural process” (Holdaway). Mastering literacy skills from an early age is associated with a successful academic career. Achieving familiarity with early literacy skills for children has risen as a controversial topic; if children do not gain these skills from the beginning of their academic development, they tend to have a more difficult time advancing to higher grade levels. Understanding simple reading concepts from an early age will allow young children to successfully master literacy skills. This way, these proactive students will not encounter difficult endeavors along the path to success. While it is important for early literacy learners to be challenged, it is equally important for them to learn reading skills that will allow smooth transitions throughout each school year. Preparing for the future is critical, and young students should start developing these skills as early as possible. Encouraging children to read will help them gain the motivation they need to continue learning throughout the years, especially as reading material becomes more difficult. The initial knowledge that children learn serves as a strong foundation for the learning abilities for their future. In order for children and toddlers to understand the importance of literacy skills from an early age, parents must enroll their children in classes that pay special attention to reading skills to better prepare them for their educational careers in the future.
Initially, “providing a literacy-rich or language-rich classroom environment” assists in early childhood education (National Institute for Literacy). Children should start with a strong foundation of lit...
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... in small groups”, gaining a better understanding of not only the piece of technology, but improving on reading proficiencies (Beschorner and Hutchison). Children can become easily equipped to technology, which will lead to a studious form of education, rather than fall behind in the educational process.
The early literacy skills developed by young children depend on the materials they are provided with, and the ability to identify various types of text. Enrolling in preschool and kindergarten classes that take the initiative on literacy skills will offer more opportunities for children to learn these skills instead of falling behind. Classes that specialize in reading knowledge will help children achieve their goals in the future, and will allow them to have an advantage when it comes to understanding difficult reading material in high school and college.
Research and studies that have been conducted for the Early Literacy Skills Builder by the Attainment Company (Browder, Gibbs, Ahlgrim-Delzell, Courtade, & Lee, in press) prove that this literacy program is effective in teaching students with moderate and severe disabilities. The teaching strategies used in this literacy program are based on scientifically based reading research. The purpose of this literature review is to familiarize myself and other educators with the effectiveness of this program.
The purpose of this study is to figure out which ways experienced teachers work best with culturally and linguistically diverse students. This study illustrates which strategies experienced teachers have found to work best. The diversity in school in the United States has increased each year. This means that there are an increasing amount of students who are learning English, English language learners (ELLs). This article comes from the perspective that each child should be taught to their specific needs. All students deserve a fair chance to learn. Fair means that every student is treated differently, not equally. Every student learns differently. In order to give every student a fair chance at learning, you must teach them according to their needs. An experienced teacher, Tiffany, describes her experiences working with culturally and linguistically diverse students. This study watches her methods and discusses what works based on data analysis of the success of her students.
Lonigan, C. J., Allan, N. P., & Lerner, M. D. (2011). Assessment of Preschool Early Literacy
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.
This detailed text provides an understanding of reading and writing through detailed case studies, reflective questioning and further reading; in addition to links with the Early Years Curriculum (EYFS)(DCSF, 2008) provide informative information accessible to both practitioner and parent. As pointed out by the authors, literacy relates to fifty % of the early learning goals, therefore highlights the importance by the practitioner to make the acquisition of literacy exciting and meaningful through a multitude of role play scenarios, stories, rhymes and oral language, thus providing opportunities for the child to put life experiences of literacy into context, while scaffolding existing knowledge.
Whether it is reading a book, watching Sesame Street, making a shopping list or writing a letter, literacy comes in many different forms and learning opportunities for the Kindergarten students to succeed.
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.
Literacy is most commonly understood as reading and writing. But before children can read and write, they need to learn about sound, words, language, books and stories (Raising Children, 2015). Children begin to develop and gain knowledge quite differently and with support and developmentally appropriate learning skills children will also come to understand the connection between letters and sounds. Literacy development or early literacy is the most essential in the first three years of life as it the earliest experience children have with language, sound and the positive interactions between child and adult. Vygotsky (1978) believed in how children developed, and the important role of adults in leading child’s early development. The interactions
...es their child’s literacy. As shown in the study Welcoming Families: A Parent Literacy Project in a Linguistically Rich, High-Poverty School when parents are raising their children in a bilingual home, it is often difficult to be sure of how to aid their children in reading activities, especially if they are unsure of how to read in English as well. Parents are shown to be one of the strongest influences on their children’s literacy development, and often they are in need of help by their local schools in order to be able to aid their children to the best of their abilities.
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.
The assessment is to inform a beginning teacher of the most important philosophical and developmental factors which should be considered when planning a literacy rich environment for an early years setting. As children in the early years from aged three to five require a literacy rich environment to learn and develop sound language and literacy skills. A high quality literacy environment is one that includes well designed with literacy materials and resourced, and provides effective teaching and learning practices for children to experience (McLachlan, Nicholson, Fielding-Barnsley, Mercer & Ohi, 2013, p. 102). In addition, the importance of intentional teaching, reading, writing, engaging in multi literacies and teaching approaches that would be suitable to phonological awareness would be considered to design a literacy rich environment. The role of the teacher Educators play important roles in children’s lives in
Every child deserves a positive, safe, nurturing, and stimulating learning environment where they will grow academically, socially, emotionally, and physically. My role as an educator is to provide my students with this type of environment as well as an education that will help them succeed academically and become life long learners. It is the responsibility of a literacy educator to provide students with this type of environment, but also to provide instruction that will help students become successful readers and writers. There are numerous programs and philosophies about literacy and reading. Through years of experience and research, one begins to develop their own creative approach on teaching these skills. After looking at different programs and seeing the positive and negatives of each, an integrated and balanced approach of literacy seems to be the best way to teach the differing needs of each student.
Vukelich, C, Christie, J & Enz, B 2002, Helping Young Children Learn Language and Literacy, Allyn & Bacon, Bosten MA.
Reading and writing is a key part of everyone’s life. There has been some encouraging levels of reading development in primary school assessments. According to the National Assessment Program Literacy and Numeracy report (2015), 95.5% of students achieve at or above the national minimum standard of reading. It is important to know effective ways to teach reading so children can become active problem solvers to enable them to read for meaning or for fun. Over the years, there has been a big amount of research into the most effective ways to teach reading skills to students. There are some systematically taught key skills and strategies that help achieve these levels of reading. Some of these skills include phonological awareness, phonemic awareness,
Oral language skills play a significant role in the development of literacy skills. Research suggests that there is a high correlation between language development and reading comprehension. This is because as student's oral language abilities increase; they become more familiar with the phonological, morphological, syntactic, semantic, and pragmatic, components of learning language (Farrall, 2012). Additionally, the learning environment is of equal importance and should provide explicit modelling, age appropriate and authentic classroom experiences for developing and encouraging language. Teachers following Cambourne's eight conditions would support an environment enriching language and literacy development (Cambourne, 2001). The acknowledgement of linguistic diversity and suggested differentiation is also worth mentioning. The inclusion of regular planned and unplanned listening and speaking opportunities is vital for developmental progression.