Learning+to+Read


 * Learning to Read**

When children learn to read they discover that symbols and text, along with illustrations, create meaning (Hill 2006). 'Reading comprehension is the act of simultaneously //extracting// and //constructing// meaning from the text' (Hill 2006, p190). When children are attempting the reading process, certain cues are used to actually read (Hill 2006). These include:

Semantic cues: Meanings that come from personal experience. They use prior knowledge and associated text with their own experiences. Syntactic cues: Is the grammer of the sentence. The syntax tells the reader if it sounds correct. Grapho-phonic cues: Patterns of letter are recognised and associated with sound. Use of phonics

(Hill 2006, p141)

Children apply these cues to their reading as it develops. As with writing, children tend to progress through stages as they learn to read and each stage progresses in difficulty (Hill 2006). Based on the length of text, complexity of concepts, syntax and vocabulary, and the amount of contextual support provided by the pictures, teachers are able to scaffold childrens reading development (Hill 2006). The stages children progress through during their reading development include:

**Beginning reading** •Shows facial expressions towards pictures and text •Smack the book and turn pages •Baby babbles and squeals

•Uses pictures to tell the story •May use familiar letters and memory to tell story
 * Early-emergent reading **

**Emergent reading** •Simple story line with high-frequency words •Direct match between picture and text •Recognises letters from the Alphabet

•Longer sentences and text length increases •Familiar concepts •Less reliant on illustrations for comprehension
 * Early reading **

•More complex topics •Longer text length •Use several cues to gain meaning of the text •Reads more fluently
 * Transitional reading **

•Less supportive illlustrations •Plot, characters and stories are more complex •Variety in text and genre's
 * Extending reading **

(Hill 2006, p145-149)

For children to develop through these stages, they need to know more than just phonics and the alphabet. Actual comprehension of the text needs to occur (Hill 2006). 'They learn how to use texts and to attend to the intention of different books. In fact, they take on four roles when they begin to read...' (Hill 2006, p172). These four roles include code breaker, meaning maker, text user and text critic (Hill 2006).

Below is a video showing the importance of reading amoung children:

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