Learning+To+Read

= Learning To Read =



Children begin to learn to read at a very young age and it is thought to begin at the same time as learning to talk. At first they may be able to read small common words and perhaps their own name. Children start to develop print awareness, being the use of text and ability to convey meaning. It is important for parents and teachers alike, to read to children so as they can b to learn. Reading out signs, cards and playing around with shopping list is also a good idea. Shopping lists are a good idea for familiarising children with spellings of common foods such as; milk, bread, apples, butter, etc. Teachers can also create better learning environments in their classrooms with simple but effective strategies. Labelling objects around the room, such as whiteboard, chair, window and desk, will all help children associate objects with print/text.

How we Read
There are a few different theories on how we learn to read: Bottom-Up/ Part-to-Whole This theory suggests that children begin by identifying meanings of individual words, to meanings of sentences, to paragraphs to entire texts. Top-Down/ Whole-to-Part This theory suggests that children use their own knowledge of words to decode the print and form a meaning. Balanced Approach This theory suggests that comprehension is the contributed by both the reader and the text. Children need a range of texts and pieces of information to learn to read. As they learn to read, they should be able to see the difference between different genres of reading and types of text. Genres such as poetry, informative, procedural, narrative, recount and reports are all genres they should be able to recognise. Children should also be able to distinguish the difference between fiction and non-fiction n genres.