The reading skills required to discover how to read easily and well can be taught starting from birth. Reading is really a complex process. It requires the opportunity to deal with details or attention; concentrate; focus the eyes for the letters and discover the often subtle differences with shod and non-shod or visual discrimination; focus on and hear ab muscles subtle variations in the sounds or auditory discrimination; the sounds or articulation; can remember the link between the sounds and symbols or long term memory; remember the sequence of sounds and repeat them or short term auditory and visual sequential memory.
Without these sub skills or pre-reading skills or maybe there exists a deficit in any of them, difficulties with reading can occur. Fortunately, these skills are normally developed through play activities and being encouraged to draw, paint and read books throughout early life. Theories from the causes of dyslexia highlight problems with these to possible causes or contributory factors to children being dyslexic. The teaching of reading demands the integration of strategies to learning. In the past years the phonics versus look and say types of teaching reading has been hotly debated. The easiest way of teaching a young child to read is usually to start looking at the individual needs and preferences from the child and to work with a balanced and integrated ‘eclectic’ procedure for teaching reading.
You will find six factors which greatly influence a chance to read well. Finding out how to read well is closely associated with;- overall intelligence, visual ability, auditory ability, language ability (spoken and received language), physical factors including illnesses, environmental provision including material provisions -books, games, toys etc, emotional factors such as relationship with parents, teachers, motivation and amount of self -esteem. How to teach a child to read is incredibly closely linked to talking and listening. Children that are spoke to and pay attention to as small children develop better vocabulary and they are better at reading and comprehension in later life. Children with speech and language difficulties will be identified and given help sooner. One in five children leave primary school can not read beyond a fundamental level.
Worldwide, literacy levels are a problem. People that can’t read or who can’t read beyond a fundamental functional level number 5.2 million in the UK. Exactly what a child learns before they go to school ay five matters more to reading compared to what happens after that age.The human brain develops and learns most before the age of five what exactly happens in your own home before school age is most important. The commonest reason for reading problems is always that children cannot sound out words. Difficulties in decoding and recognizing language is at the root of most reading problems. When word decoding isn’t automatic, fluency and comprehension suffer. Teaching methods using phonics is vital for any reading programme.
Without intervention, late readers won’t improve.There was clearly research in the united states which showed that 85% of poor readers in the third grade remained as poor readers when they entered senior high school. It is vital to help you the moment issues are identified. With help, slow started can succeed in reading. Another American study demonstrated that with early intervention as well as the right help, 2 / 3 of poor readers can be average or over average readers. Should you lead by example your kids will succeed at reading. Can you read? Children ‘role model’ on their own on adults they are concerned about. Should you show the worthiness and importance you set on reading, your son or daughter will track.
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