The ultimate goal of reading instruction is to enable
children to understand what they read, so reading instruction has to be about
more than simply matching letters and sounds -- it also has to be about
connecting words and meaning.
It is clear from research on emerging literacy that learning
to read is a relatively lengthy process that begins very early in development
and clearly before children enter formal schooling.
Children who receive stimulating literacy experiences from
birth onward appear to have an edge when it comes to vocabulary development,
understanding the goals of reading, and developing an awareness of print and
literacy concepts.
Children who are read to frequently at very young ages
become exposed in interesting and exciting ways to the sounds of our language,
to the concept of rhyming, and to other word and language play activities that
serve to provide the foundation for the development of phoneme awareness.
As children are exposed to literacy activities at young
ages, they begin to recognize and discriminate letters. Without a doubt,
children who have learned to recognize and print most letters as preschoolers
will have less to learn upon school entry. The learning of letter names is also
important because the names of many letters contain the sounds they most often
represent, thus orienting youngsters early to the alphabetic principle or how
letters and sounds connect.
The earlier you begin working on language with your child --
simply speaking to your child, reading to your child, and then listening and
responding to your child's communications -- the better off your child will be
when the time comes to learn to read.
Studies show a strong connection between early language
development and reading. Language and reading require the same types of sound
analysis. The better babies are at distinguishing the building blocks of speech
at six months, the better they will be at more complex language skills at two
and three years old, and the easier it will be for them at four and five years
old to grasp the idea of how sounds link to letters. Preparing your child to become a reader needs
to go beyond this to cognitive readiness.
Cognitive readiness is essentially making sure your child
has the essential foundations for reading. This includes the development and
understanding of language, such as vocabulary, sentence structure, and grammar;
but also includes background knowledge and experience.
For example, a child can easily make the transition from
seeing the neighbor's cat to the parent connecting the word "cat"
with the animal. Then later when the child is learning the alphabet and
connecting sounds with various letters the cat is again brought into play.
Finally, when it is time to begin reading text the child is already well on her
way to understanding the written word "cat" through her experience of
seeing and hearing it.
However children need help learning these concepts. A child
will not learn the names, sounds, and shapes of letters simply by being around
adults who like to read and who engage in reading. Children learn these
concepts when adults take the time and effort to share experiences with oral
and written language.
Preparing your child to read must take a step beyond this as
well. Children's cognitive skills and knowledge are frequently thought of as
core ingredients in the recipe for success in school. Children's
language/literacy refers to both their oral communication (language) and
understanding of the written word (literacy). The concept of general knowledge
refers to children's conceptions and understandings of the world around them.
As children enter kindergarten for the first time, they
differ in their cognitive skills and knowledge. Studies of first-time
kindergartners indicate that children's reading, mathematics, and general
knowledge are related to their age as they enter kindergarten, the level of
their mother's education, their family type, the primary language spoken in the
home, and their race/ethnicity.
The undisputed purpose of learning to read is to comprehend.
Even before children can read for themselves, it can help them to build vital
background knowledge by having adults read to them interactively and
frequently. This means not only is the book or story shared with the child --
but then the reader and the child discuss the book and the world, characters, and
events it introduces. It is important for parents who want to build their
child's cognitive readiness to actually choose of variety of texts that will
expand what their children know about the world around them. Further,
comprehension is enhanced through discussion of the text which in turn might
lead to seeking out further text on this or related subjects. Effective
instruction will help the reader actively relate his or her own knowledge or
experience to the ideas written in the text, and then remember the ideas that
he or she has come to understand.
Helping your child become cognitively ready for reading will
also include giving your child diverse experiences in the world and with events
and people so they can make connections between the real world and their
reading. This does not have to mean extensive travel or expensive outings. Many
times simply taking children to various events and places within your community
can provide experience with people of different ages and ethnic backgrounds,
for example.
Ultimately, children's ability to understand what they are
reading is inextricably linked to their background knowledge. Very young
children who are provided opportunities to learn, think, and talk about new
areas of knowledge will gain much from the reading process. With understanding
comes the clear desire to read more and to read frequently, ensuring that
reading practice takes place.
Some things you can do to help cognitively prepare your
child for reading:
* Read new stories
and reread old stories every day.
* Help extend
their experience with the words, language, and ideas in books by interactively
reading to them every day.
* Relate
information in books to other events of interest to children, such as holidays,
pets, siblings, and games. Engage children in discussion of the topics.
* In both stories
and informational texts, encourage wondering. For example, "What will
happen next?" or "Have you ever seen someone do that?"
* Point out how
titles and headings as well as text when you are reading.
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