How Children Learn to Read

I feel that if children are exposed to books at a young age, they begin developing necessary reading skills at a very young age, sometimes before they ever learn how to talk. When young children start turning pages and gazing through the pictures of a book, they are learning how to use their imaginations to create stories in their minds. If students are introduced to books before they can read, I feel that the process of learning how to read comes more natural to them.

The earliest readers, or emergent readers, span between preschool and second grade. At this time students enjoy being read to by parents or teachers. They begin to grasp the concept of reading by learning how to turn pages correctly. They learn this skill by watching experienced readers. They also learn the title and authors of books. These concepts can be taught to them through read aloud and shared reading sessions. When students are read to at this age they begin to understand semantics (pictures, memory of stories, and connecting to personal experiences), along with syntax (repeated words, phrases, and sentences). Though students learn how to read at different levels, it is extremely important for teachers and parents not to rush students into reading.

During the beginning reading phase, students begin to transition from solely being read to, into actual readers. They begin to portray “adult reading skills” by doing things such as holding the book correctly, and turning pages. Though they carry much of the same skills as emergent readers, they begin recalling details, predicting events, and determining the main idea of a story. At this point they start to recognize and sound out letters by using phonics strategies. They learn much of their skills through shared reading and read alouds by experienced readers.

As students develop growth as beginning readers, they transition into the developing reader phase. There growth in reading abilities accelerates as they begin to develop a deeper understanding of the stories that they read. At this point they are able to recall more precise details, concepts, and ideas while they read or as they are being read to. They begin creating interests in particular genres and authors.

As students gain more and more experience with their reading, they begin to become independent readers. At this point they still greatly benefit from read alouds, independent reading, and phonics, but they start to become more accomplished readers. Their reading behaviors grow as they become comfortable with a wider variety of readings such as chart stories, nonfiction, and folktales. They gain more confidence as they begin to establish themselves as readers.

As students proceed into higher level of learning and their reading levels are expected to rise, it’s important that they are still being exposed to reading on a daily basis. It’s also crucial not only for students to be reading every day, but for students to be reading material which is at their reading level. If a student begins reading a book which is way below his reading level , he will not be challenged and therefore his reading level will fail to progress. And on the other hand, if a student is reading a book above his reading level and he can’t comprehend the story line or the vocabulary; this is hurting him as a reader.

Students are exposed to various reading material every day while in the classroom. Student s have the chance to increase their reading skills while learning every subject in school. If a student is required to read a chapter about bugs out of the science textbook, he is also practicing his reading skills. Students are capable of becoming great readers but first they must have proper instruction and they also must be given the opportunity to just simply read.