How Children Learn to Read and Write, with use of Quality Texts to Support

An analysis of the authority in which nipperren get a line to read and write, and the coif of choice text editions in supporting this. Being able to read is the closely important skill children ordain learn during their proterozoic schooling and has far-r for each atomic number 53ing implications for lifelong confidence and healthful-being. (Adonis & adenylic acid Hughes, 2007) Through proscribed history, different strategies and methods have been developed to helper com/frederick-douglass-and-malcolm-x-compargon-and-contrast-essay/learning to read and write. Classic styles (although still highly regarded) of writing childrens admits including, rhyming, bike and repetition have been apply consistently to support evolving childrens literacy (Lerer, 2009).Newer methods such(prenominal) as synthetic phonics include developing the relationship between sounds and indite word. This essay will highlight different strategies and methods that have been developed, and their ef fectiveness in developing a childs literacy skills from a young age. McGee & axerophthol Richgels talk about(predicate) each childs journey by instrument of the wide and varied landscape of literacy development being unique. They rationalize that decoding, fluency, background knowledge, comprehension and motivation argon essential in each childs literary development (McGee & axerophthol Richgels, 2003).From the moment a child survives aw are of his/her surroundings, they will be aware of environmental sign Environmental print refers to print that occurs in real life contexts- the signs, billboards, boy and functional print that saturate a childs earth (Prior & Gerard, 20045). This allows the child to engage with the shapes and form of the words, without actually having an visualizeing of the convey. Yetta Goodman describes this point in time as the roots of literacy (Goodman, 1980). Children will assign their own kernels to the marks, this reads they have in use(p) with the print and have decided what it means.Shea explains Dolores Durkins paper paper and pencil kids, with regard to setting a stong foundation in literacy. She explains childrens ideographic message attractive forceings come first, followed by scribbling, these scribbles thusly evolve into random garner, and then eventually more(prenominal)(prenominal) conventional word forms. During this process children learn to decode their own words and the words of opposites. Stepping into see is easy for them, as they have already engaged with the forms of the print in meaningful slipway (Shea, 2011).Goodwin explains Concept Books are special moderates intentional to teach concepts such a colours, shapes, materials and animals to young children. Concept books have in truth(prenominal) few words (perhaps one per scallywag), notwithstanding very vivid and engaging pictures that allow the child to sort the words on the page with the congressman (Goodwin, 2008). Learning the alp habet is total example of where a well-made concept book could be used. Helen Oxenburys book ABC of things is a perfect example of this, as each page has a different letter with a pleasing illustration, creating narrative replete within each picture. take in books flock be used as an superior resource in helping develop young childrens literacy. Goodwin explains that illustration in picture books may be simply decorative scarcely often aims to interpret or supply narrative meaning that isnt accessible from the text alone. (Goodwin, 2008) A good picture book can be enjoyed by lot of any age. Anyone who has read picture books with very young children knows that they promote personal, detailed and exploratory talk as well as social or even raucous merriment (Watson & Styles, 19961).A good method of gauging childrens engagement with a picture book could be Aidan Chambers Tell Me mount. Chambers explains that the tell me approach is about finding out about the proofreaders ex perience with the books enjoyment, thoughts, feelings, memories and whatever the reader wisher to report. Thoughts are honourably reported without risk of belittlement or rejection, which allows the teacher and reader to look for the book in explicit detail (Chambers, 1996).Meek, in her book How Texts check What Readers Learn, explains that although good decoding and good teachers help, texts themselves play a very important role in teaching children to be readers, or else than people that can merely read (Meek, 1988). Goodwin talks about introducing children to intertextual thinking. She names books such as Pat Hutchins Rosies Walk and Janet Ahlbergs to each one Peach Pear Plum, to illustrate her point that a text can mean more than the words themselves (Goodwin, 2008). Part of the joy of translation literary works is revelling In the language that authors use (Goodwin, 200825).As well as pictures, literary language can be utilised to create narrative avocation for a child learning to read. Studies have shown that Childrens early (preschool) esthesia to rhyme and alliteration is an extremely powerful indicator of their eventual succeeder in learning to read (Perfetti et al, 1997226). Cook writes about rhyme in literacy in becoming literate He says that in the early stages rhymes overstep attention to linguistic structures, and at a later stage hand over a pleasurable halfway house between language as sound and language as the vehicle of relatively precise meaning (Cook, 20026).A good example of rhyme and rhythm in literature is Tanka Tanka Tanka by Steve Webb. Goodwin (2008) explains the strong rhythmic pattern leads the reader to respond with leap. He talks about the rhythm of the language drawing the reader in, taking the literature beyond the cognitive (Goodwin, 2008). As well as rhyme and rhythm, repeating texts have been used to engage children with literacy. Repetition increases the intensity level of neural connections. Reading the same book to children repeatedly serves to reinforce familiar words (Wolfe & Nevills, 200445).A perfect example of a repeating text is Were going on a bear hunt By Michael move upn and Helen Oxenbury. Goodwin talks about the great joy of the book for the young readers. She explains the way the language mirrors the experiences of the story, saying that the repetition makes children compelled to join in (Goodwin, 200824). not only is good literary language important when considering children coming to grips with literacy, but the type of book you choose. Considering what the child is interested in when choosing your book will help when you come to read it.Traditional books which follow themes such as cigarette stories, folk tales, legends and myths or dragons. Meek talks of fairy stories being existent childrens literature. She explains thither are deep and abiding cerebrate between the childhood of mankind as preserved in these stories and the early life of each of us (Meek, 198236 ). Goodwin writes about traditional stories challenging reliable notions of good and evil, of family structure and of relationships. Stories such as Cinderella and Billy Goats Gruff, are good examples of stories about overcoming evil.Goodwin similarly makes the point that values, beliefs and practices are passed on by dint of traditional stories, helping children become part of history and understand how and wherefore things come to them (Goodwin, 2008). Familiarity with well-known literature may allow children to explore how stories work. Patterns suck in to emerge in traditional literature usually following an introduction, events, problems, liquidation style. This could be highly beneficial when children come to write (or tell) their own stories. separate types of books, which help children engage with literature, are factual books.Factual books, linking in with other areas of their work, help to extend their (childrens) experiences and knowledge (Hobart & Frankel, 200 588). For the other part of this mental faculty we were assessed with writing a childrens book, using strategies we had studied that help children become literate. I took a non-fiction/fiction approach to my own book, using facts about different animals and their respective habitats, combined with a fictional plot, involving space ships and lusus naturae animals. This may result in the child engaging with the story and the colorful pictures as well as learning actual facts about the animals involved. believably no other aspect of meter reading instruction is more discussed, more hotly debated, and less understood than phonics (Strickland, 19985). What is phonics? The American National Reading embellish describes synthetic phonics as Those that emphasise teaching students to convert letters (graphemes) into sounds (phonemes) and then to blend the sounds to form recognisable words. Analytic phonics, on the other hand is taken to refer to large unit phonics programmes, that intr oduce children to altogether words before teaching them to analyse these into their component parts, and emphasise the larger sub-parts of words (i. e., onsets, rimes, phonogrammes and spelling patterns) as well as phonemes (Wyse & Styles, 200735).A review of the teaching of early reading in England commissioned by the UK Government recommended that synthetic phonics should be the preferred approach for young English prentices. In response, all English schools have been told to put in target a discrete synthetic phonics programme as the key means for teaching high-quality phonic work (Wyse & Goswami, 2008691). In 2006, Jim Rose, the Secretary of fix for Education for England, produced his report recommending that synthetic phonics must be included in early reading instruction.This decision caused uproar among academics and professionals, as evidence has shown that the Rose Reports recommendation for synthetic phonics contradicts a large personate of evidence over the las t 30 years (Wyse & Styles, 2007). The Clackmannanshire studies are a perfect example of this contradiction. In 2004 research into synthetic phonics was carried out in Clackmannanshire, Scotland. It was promoted a great deal by the media, which resulted in a recommendation by Englands Education Select Committee that there should be an enquiry into the teaching of reading through synthetic phonics.(Wyse & Styles, 2007).However, a spokesperson from the Clackmannanshire study stress that the report was not mean to initiate synthetic phonics taking over reading strategies, but to show the advantages of using it alongside other established literacy strategies (Johnson & Watson, 2005). One of celluloid phonics critics, Margret Meek, suggested that phonics is highly inefficient, full of traps and does not account for the individual learner.She also highlights the idea that without enjoyment, emotion and engagement, reading will seem unimportant to a child, and separating this co uld lead to children seeing reading as a task, rather than a lifelong skill (Meek, 198275/76). Reading is about reading comprehension and not barking out words (Edessa, 201111). Evidence here highlights the ingest for a broader literacy strategy spectrum, not just one system designed for all, as a lone focus on a mavin strategy could cause a child to lose focus in his/her studies.Waterland was critical of phonics, saying reading could only be learned by children working together with competent readers using what she coined the apprenticeship approach (Waterland, 1985) The immersion in literacy or merry-go-round down approach is a strategy that has been used in the past to teach reading and writing to children, and is a child centered approach which does not emphasize skill (Cohen & Cowen, 2007). The conduct down approach typically starts with children sitting with a parent, older sibling, carer or caretaker reading a book together.In this setting children will learn not only about reading, but also about print and language. They also learn reading is easy, enjoyable and fun. It allows the child to read and understand the meaning without decoding every word in the story (Cohen & Cowen, 2007). Hinkel Writes The top down processing involved contextual factors such as socio ethnic knowledge and task assessment of producing or interpreting the discourse of the task (Hinkel, 2005733). This suggests that a learner engaging with a top down approach may draw on other areas of knowledge, not specifically curb to the topic.This may lead to a more holistic development of a literacy beginner. Vygotsky describes each school experience as a complex cultural activity (Vygostsky, 197811), It has been discussed that the bringing together of synthetic phonics and top down approaches would be a superior method of introducing children to the complex cognitive process of happy reading. I believe that combining the top down and bottom up (phonics) approaches needs of all students would be met, and could also lead to a emerging with reading and enjoying text, rather than merely reciting meaningless words.It may also put on teachers, as teachers that are given freedom to promote literature and reading in the classroom could create interest in reading and literacy, preferably of merely reading instructions from flashcards. This, in turn, may increase the quality of education in that respective classroom. Cohen & Cowen talk about the equilibrate approach The balanced approach allows teachers to literally take advantages from both the top-down and bottom-up approaches to meet the needs of all students (Cohen & Cowan, 200760).In this essay I have highlighted the diverse, child-centered approaches designed to help children learn to read and write Picture books, with their vivid illustrations creating meaning and exploration of early literacy. Rhyming and repeating texts, allowing children to draw meaning and reinforce words. Traditional books, w ith their classic story forms and characters, allow children to understand how stories are formed, which may help when they come to write their own.Evidence suggests that a take over of synthetic phonics may not be the best option, as I feel it gives children a one-dimensional view of literacy. I feel, straighten out the two approaches to create a curriculum that focuses on integrating the seem out phonic approach with the whole book, real book, comprehensive examination approach, will create a stronger bond with phonemic awareness and linguistic fluency in children. This could promote literacy being part of a more cultural experience, and in turn may increase literacy levels across our nation.