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Early childhood Literacy abstract
Early childhood Literacy abstract
Early childhood Literacy abstract
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“Ah-a-ah-pull”. Sounds of the first letter I learned tumbling over the other members of the alphabet as I try to put the sounds together. Maybe I don’t remember learning to read. I do however remember sounding out words. By far one of the best taught skills in elementary school. Furthest back I can remember it seems as though I have all ways been able to read, if I didn’t know the word. “Soooouuuuunnndddddd it out.” A voice screaming from my subconscious would blurt out. This trick of sounding words out was amazing. It gave me the ability to read actual novels. I can go back to a time where I got my first pair of prescription glasses. (I really didn’t/don’t need them.) I had to be no taller than three feet and nine inches tall, a untamed
Practicing Systematic Synthetic Phonics helps to develop early reading in a number of different ways; Ehri (1988) suggested that there were four main ways in which a reader might recognise an unknown w...
Your brain is capable of lots of things, one of the great things is being able to read with the words all mixed up. The reason to this is your brain doesn’t read just a letter out of the word by itself, instead it reads the word. So you can have the word “read” spelled like “raed”. Even though it is spelled incorrectly your mind reads it correctly. The only thing that needs to be right in order for your brain to be able to read it is for the first and last letter of the word to be in the right spot. Therefore here is an example… “ ocne tehre was a dog neamd dotite, she was the msot baetuiful wlel behvaed dog I’ve e...
When I was just under two years old, my parents walked into my room to find me propped up on the floor reading Goodnight Moon. They were amazed, as they should have been; children don’t usually begin to read before they go to school. A few weeks later, they walked in on the same occurrence except something was off; I was holding the book upside down. What they realized was that I was not actually reading; I had memorized every word on every
During adolescence, I began reading and writing through a fundamental learning program called, "Hooked on Phonics." This program consisted of long hours spent reading short novels and writing elementary phrases which were commonly taught in the second and third grade. With the motto, "Improve your child's reading and writing skills in just four weeks!" I was bound to become the next Mark Twain. The method of this course specialized in the improvements of word acquisition rates as well as reading speed; however, it lacked in the area of teaching comprehension. At a young age, I was instilled with the dire need to be highly educated and although I was unable to experience a fun and adventurous childhood like many other children, I am grateful for being raised with a greater knowledge and wisdom than that ingrained in many.
Ron Padgett, the author of Creative Reading, recalls how he learned to read and write as though these things happened yesterday. Like Padgett, I tried recalling my reading and writing history.
Reading is a complex process that’s difficult to explain linearly. A student’s reading capabilities begin development long before entering the school setting and largely start with exposure (Solley, 2014). The first remnants of what children are able to do in terms of reading are built from their parents and other people and object around them as they’re read to, spoken to, and taken from place to place to see new things (Solley, 2014). As kids are exposed to more and more their noises quickly turn into intentional comprehensible messages and their scribbling begins to take the form of legible text as they attempt to mimic the language(s) they’re exposed to daily.
Starting second grade, my cousin and I had the same teacher, Mrs. Hrenko. She assigned us text to read, so later that day I went to my cousin’s house to practice the reading. We were sitting in her room and the word island was in the text, and we kept pronouncing it as two separate words, is and land. The following day we went to school and I was called
In the partial alphabetic phase individuals pay attention to different letters in a word in order to attempt its pronunciation, usually the first and final letters of a word are focused on, Ehri referred to this as ‘phonetic cue reading’. This is a skill which along with others which shows phonological awareness.
For the first six years of my life, I was a boy who savored going to school and seeing all of my friends. Then one day in first grade, during English class, that all changed thanks to a time were we had to read out loud. This day scared me for a while, and caused a fear in me that I wouldn’t let go of for about another eight years. Let me tell you first off, I was not at all the same person in first grade as I am today. For one thing, I was totally inconsiderate to any understanding of the reading system. I am writing about this event for the sole reason that it has changed the way I have live my life up to these recent years. Now that all of that is out of the way, I will continue with a story about a boy who overcame a reading and writing disability and turned it into motivation.
Learning to read and write is something we all have experienced. Some experiences being difficult than others. As a kid, I can remember trying to read the daily newspapers, different types of magazines, books, and addresses on mail; basically, I tried reading anything that had words on it. My favorite thing to read were the back of cereal boxes. Nothing made me more excited than sitting at my white and pink Barbie table and chair set eating cereal while eyeballing the back of a cereal box. Only being able to correctly read one or two words, it was the first time I really felt accomplished.
That is a story I love hearing my parents share with me. As a three year old, I was fluent in Creole, but did not speak English. "E-chu-me" meant "excuse me," and there were many words I struggled to pronounce. Although the story above does not deal with reading,
Moving from a highly diverse community to a less diverse community has to be the weirdest yet interesting culture shock I ever had to deal with. As a young child, I did not know about the outside world. I thought everyone rides the bus or the metro, graffiti on the wall is normal and traffic wouldn’t matter as much since everything I needed was within walking distance sometimes. There were shocking things I learned once I moved to Nebraska.
I recall being in the first grade, and my teacher Mrs. Simms was quite fond of having all her students read aloud. Naturally the first couple of weeks in class I was anxious for my first reading assignment. After hearing my fellow classmate's butcher words and read like robots for weeks, I figured I couldn't possibly do any worse. When I finally received my first reading assignment I was so nervous.
I remember that, when being taught to read I already knew more words than I had realized. Watching my dad’s finger skim under the words as he read them had helped me subconsciously learn those words. I learned to read and write at a much more accelerated pace than my peers. I felt impatient with those who lagged behind, not realizing that not everyone had been given the same advantages as me. The moment I started to read on my own, my great aunt, a retired kindergarten teacher, would send me a box of books she had used in her classroom every year for my birthday. Throughout elementary school, when I received the box, I would bring it up to my room and practice reading all the books on my own. Being able to read on my own opened the door to a world I hadn’t been able to reach without help
So before I dive in and explain how I finally learned to read and write I am going to give a little background as to what it was like growing up in my household with my family. I grew up having two parents that were deaf and hard of hearing, and eventually both became deaf. We had a rule at our house that we had to sign instead of using our voices to talk even though my brother, my mom, and I could hear; it was the right thing to do so that my dad could always understand and be a part of all our conversations. This way of growing up is what I call the silent environment. The reason I call it the silent environment is because a house that has deaf people living in it, for the most part, tends to be quieter than your average hearing household. The reason for this is that noise and sound are not needed to communicate to one another. One example is to get someone to look up at us so we can talk, we use the flickering of lights, which is far more quiet than yelling someone’s name throughout the house. Now moving on to why this silent environment did not help me with learning to read or write. As we found out later in my childhood, I had problems learning reading and writing when it was silent; we found out that I instead must have noises in ...