Description of How Children Learn to Read

James Distler

MEE 7998

Wilmington University

            It's certainly no secret that the process of learning to read is extremely complex and involved.  From the moment children are born they're exposed to various forms of language.  As their brains develop, children begin to acquire a sense of how language works.  This language develop is a critical foundation for children as they begin to process of learning to read.  For example, at approximately 18 months it can be expected that children are able to speak at least 5o words.  By the time they are five years old, they have much more control over grammar and spoken language.  These precursors lay the foundation for emergent literacy (Ruddell, 2006). 

            For teachers working with students throughout early childhood and elementary years, it is important to have a clear understanding of the five key components of reading instruction:  phonemic awareness, phonics, fluency, vocabulary, and comprehension (National Reading Panel [NRP], 2000).   While all of these components are important throughout all stages of a child's learning to read, phonemic awareness is especially important for emergent readers.  Developing understanding of how sounds work together to form words, and words work together to form sentences is the foundation for reading.  It is also important for children to be taught in print-rich environments where they have access to various types of written words, either on labeled items, written books, or everyday items such as cereal boxes.  another important experience for emergent readers is "pseudo reading" where students are pretending to read and becoming comfortable with written language.  Along with phonemic awareness, phonics instruction come in to play.  First, students must learn the alphabetic principle, meaning what the letters are and how they work together to form words.  Phonics instruction incorproates the process of learning the different "sounds" made by letters and letter combinations.  Phonics instruction is mainly taught in kindergarten through 2nd grade, however it continues throughout all elementary grade levels as students become fluent writers and spellers. 

            As students become confident and comfortable decoding words (sounding out), they also need to learn sight words, also known as high frequency words.  These are words students will most likely encounter in their reading and help them develop greater reading fluency.  Fluency is also developed as students learn to read with varying tones and expression.  These previously mentioned components of reading instruction are also known as word-attack skills. 

            Vocabulary and comprehension skills must also be developed in coherence.  For emergent readers, vocabulary and comprehension is built through discussions when students are read aloud to.  In the classroom, this is often referred to as shared reading where teachers are modeling what good reading looks and sounds like.  As students transition from "learning to read" the focus becomes "reading to learn".  During this stage of reading development, comprehension and vocabulary instruction become especially important.  Students learn how to learn both fiction and nonfiction text and to monitor their own understanding and comprehension. 

            Learning to read is arguably the most important skill a child will learn in school since it is truly integrated in all other areas of life.  Even beyond the K-12 classroom, adults must constantly "read to learn" for their own needs and purposes.  As future educators, it is important for us to understand that all children develop in their reading abilities at different speeds.  It is our job to understand the core components of excellent reading instruction and support each student's individual reading journey!

References

Cooper, J. D., Kiger, N.D., Robinson, M.D.  (2009).  Literacy: Helping students construct meaning (8 ed.).  Wadsworth: Belmont, CA

Ruddell, R. B.  (2006).  Teaching children to read and write: Becoming an effective literacy teacher (4 ed.).  Pearson Education Inc.: Boston, MA

Vacca, J.L, et al.  (2003).  Reading and learning to read (5 ed.).  Pearson Education Inc.: Boston, MA