What is reading?

What is reading? Reading is about understanding written texts.

It is a complex activity that involves both perception and

thought. Reading consists of two related processes: word

recognition and comprehension. Word recognition refers to the

process of perceiving how written symbols correspond to one’s

spoken language. Comprehension is the process of making

sense of words, sentences and connected text. Readers typically

make use of background knowledge, vocabulary, grammatical

knowledge, experience with text and other strategies to help

them understand written text.

Much of what we know about reading is based on studies

conducted in English and other alphabetic languages. The

principles we list in this booklet are derived from them, but

most also apply to non-alphabetic languages. They will have

to be modified to account for the specific language.

Learning to read is an important educational goal. For both

children and adults, the ability to read opens up new worlds

and opportunities. It enables us to gain new knowledge, enjoy

literature, and do everyday things that are part and parcel of

modern life, such as, reading the newspapers, job listings,

instruction manuals, maps and so on. Most people learn to read

in their native language without difficulty. Many, but not all,

learn to read as children. Some children and adults need

additional help. Yet others learn to read a second, third or

additional language, with or without having learned to read in

their first language. Reading instruction needs to take into

account different types of learners and their needs. Research

has shown that there is a great deal of transfer from learning

to read in one language to learning to read in a second language.

The principles outlined below are based on studies of

children and adults, native speakers as well as those learning

to read in a second or foreign language. They deal with different

aspects of reading that are important in the planning and design

of instruction and materials. The practical applications are based

on general learning principles, as well as on research. Briefly

stated, these learning principles start with the learner in mind.

The type of learner will affect the type of methods and materials

to be used. The context of learning is also important. For

instance, children and adults who are learning to read in a

language different from their native language will also need to

learn about the culture of the second or foreign language.

Because texts are written with a specific audience in mind,

cultural knowledge is present in texts and it is assumed that the

reader is familiar with such knowledge.

Both research and classroom practices support the use of a

balanced approach in instruction. Because reading depends on

efficient word recognition and comprehension, instruction should

develop reading skills and strategies, as well as build on learners’

knowledge through the use of authentic texts.

Four main methods used to teach students how to read are explained below. This is a guide only and you must work out which methods suit you and your students. You may like to try each one for a few weeks and record the results or you can combine two or more methods together like the 'phonics' and the 'look and say' method. Whichever way you choose be patient, consistent and above all creative. Creativity is very important to keep any child's interest and enthusiasm at all times. If you are not sure what you should be teaching at which level, check out the year guide  

Method 1: 

The phonics method is probably the best known and widely used method to teach reading and writing in the English language. It relies on children being taught the alphabet first. They learn the names of the letters and the sounds they make. Once they have learnt the letter sounds they will begin to blend two letters together to make simple words then three letters, then four and so forth.

For children to learn the phonics method they need phonically written books using regular words that are interesting to young children. Each word must be sounded out by the child in order to achieve the highest level outcome. 

The cat sat on the mat.    The hen is in a pen.

Learning the sounds and their blends may be disinteresting for young children so you should keep it short and entertaining. Often children are so busy concentrating on sounding the words and blending the sounds that they don't learn the meaning of the word, making it boring for them. Ensure you explain the meaning or expound on the words to keep interest and enthusiasm for learning. 

You can introduce one letter a day or one letter a week but the one letter a day method works quite well and it does not become boring, whereas one letter a week tends to drag out and the child often loses the plot halfway through. This in turn gives you a sense of failure and you will become bogged down. 

Don't be disheartened if two or three days or even a week is needed to master one letter, students will improve and before long you will find there is no stopping their young brain. Children are natural learners and are more than willing to please you thus doing well in their learning experience. Using the phonics method, most children will learn to read basic words and sentences within three to six months.  

The phonics system had been used successfully in the USA and Europe for many years to teach children how to read. It supplies the student with tools to expand their vocabulary. 

With the 'look and say' method children learn to recognize whole words or sentences rather than individual sounds. Your student will look at a word which you sound, and in turn will repeat the sound (the word). Flashcards with individual words written on them are used for this method often accompanied with a related picture. 

If you don't use a picture with the word the child will probably make a wild guess as to what it says trying to remember what sound you made previously. This is not a good method if you don't include pictures. 

It is also recommended with this method to use whole short sentences rather than individual words. Write a short sentence representing the picture displayed. Say the sentence and ask the child to repeat it while pointing and looking at each individual word as he/she repeats what you said. 

By making word cards you can create different sentences again and again. You can use each word card first to learn individual words and then laying the word cards together to form a sentence. You may need to make several word cards using the same word;  e.g. the  -  and   in order to form proper sentences. 

the     is     rat      mat      the      on    

the  rat  is  on  the  mat    

The look-see or whole-language approach (also known as "psycholinguistics") was developed by modern psychologists and denies the students the tools used in the Phonics system but teaches them to learn through rote memorization. Students could become poorer readers due to being forced to "learn to read" with the look-see methods, but if you have the teaching skills to combine both it would benefit your students enormously. 

picture of Dad in the car. In that case you would write underneath the drawing; Dad is in the car. 

You continue to collect drawings your student makes and write a short sentence underneath each drawing. A picture of a playground would read; We went to the park or playground. A picture of a cat could read; The cat sat on the mat. A picture of walking the dog could read; Mum walks the dog to the park. 

When you've collected enough pictures you make them into a book for your student to read again and again. Write underneath the drawing a description your student gives for the drawing. This way your student will remember much better what is written. 

First you will write every word and sentence. Slowly your student will begin to trace over the words you have written and finally the student will write the words and sentences all alone. 

Some people use this method as a first approach to reading in order to help their student understand that what they've drawn and what you have written is a form of communication between the student and yourself. 

The language experience approach supports children's concept development and vocabulary growth while offering many opportunities for meaningful reading and writing activities through the use of personal experiences and oral language.