Learning+to+Read

= **Learning To Read** =



In this section, we look at some two approaches on how children learn to read. Then we look at reading development in children which may provide insight into what books may be appropriate.


 * Two Approach Theories on How Children Learn to Read**
 * Bottom-up approach
 * Top-down approach

__Development of Reading__
According to Hill (2006, p 7), reading development is a process that begins at birth and continues for into the primary school years. This development consists of phases, starting at the beginning phase, then develops into early-emergent, emergent, early, transitional and finally extending phase. These phases occur either pre-school or during a child's time at school.

__**1. Beginning Reading**__

 * For infants, reading begins quite early and this occurs by the child listening to the fun words that are seen in a rhyme or story that is read to them by an adult.
 * When books are read to the infant regularly and they squeal and babble as a parent turns the pages, it can be seen as their first attempt at reading.
 * When infants become toddlers, they attempt to take control of turning the pages of the book and will make talking noises, however people may not be able to make sense what they are saying but some toddlers would use expression in their face.
 * The toddler can appear to mimic an adults expression and may emphasise exciting words and phrases.
 * It it very important to introduce books to young children as it allows them to experience words and sounds. Books that may be read to young children are nursery rhymes and short picture books.

__**2. Early-Emergent Reading**__

 * In early-emergent reading, children are able to tell a story by looking at the pictures. The may then notice the print.
 * In the previous page a child's reading may sound like story telling but would now sound more like reading.
 * The child would likely have a favorite story book and would attempt to join in to read the book.
 * Children may memorise rhymes and predictable books.

__3. Emergent Reading__

 * In emergent reading, children begin to grasp the concept of words and meaning in the story.
 * Children are also learning about directionality and would be able to read from left to right and top to bottom as well as follow the book from left to right.
 * In this stage, children are able to match their spoken words to print and then are able to retell a simple story.

__**4. Early Reading**__

 * In this stage, there is a continuation of the emergent stage, however concepts greater in complexity such as texts, syntax and vocabulary.
 * Children have a have the ability to understand how print works such as directionality and what the word says. They are also able to self correct their errors if the text they read doesn't make sense.
 * Children are able to adjust their reading style depending what genre they are reading.
 * Children appear more fluent.

__5. Transitional Reading__

 * In transitional reading, children read more fluently and gain more confidence in their reading.
 * As confidence builds, a child develops more problem solving strategies to help them comprehend longer and harder text.
 * Instead of reading aloud, children are able to read silently.
 * In this stage children are able to retell a story and summarise what has been read.

__**6. Extending Reading**__

 * In extending reading, children are able to read silently and independently. Fluency has also improved.
 * Children in this stage are able to use reading strategies to find new words and comprehend written language.