Steps of Learning to Read - Research Paper Example

STEPS IN LEARNING TO READ Steps in Learning to Read Learning on how one can read entails a sophisticated process that requires many skills. At certain times the skills do not go in order, however at times they are learned simultaneously. Below are consequential steps used in the process of learning (Chall, 1970).Printing of concepts Involves putting down into writing the words that children have to use to read so that they can lean. Simple words are written and learners are taken asked to term them after the teacher each at a time.

The challenge here is the ability to make learners understand and sound the words properly. Alphabetical letters recognition An individual should recognize the upper case letters before the lower case. Recognition is by production and the ability to write alphabetic letters not necessarily in order. The primary aim is to enable the child encode sounds he/she hears. For example, writing ‘c – a – t’ to represent the sounds heard in the word “cat” (Santa, 1999).The challenge involve making the student to know how to spell out upper and lower case letters differently.

Awareness of the Phonemic Firstly, individuals are trained how to spell and sound the letters. For instance, the learners are taught on how to spell letter b.Then, the students are taught how to air the initial sounds in short words that are succeeded by the endings. The last sounds to be learned are the medial sounds heard. Learners are shown on identification and matching of the sounds heard, and then encode a letter for the sounds heard (Spufford, 1979).Instruction for the Phonics A learner should be able to appreciate familiar letter patterns.

This may be a good strategy to learn a new word that is similar to already heard words. A better example is ball and call. Building words takes the skill further. Any young person will always learn to handle those words that keep changing and place them in a coded form. That with a new letter. A good example is the word ‘hat’. Convert a single letter to make it ‘sat’ (Darnton, 1986).Instruction for the High-Frequency word The significance of Sight word vocabulary is to enable a child learn to read words that are hard to decode phonetically.

A child will conceptualize and read short sentences with sight vocabulary. As time goes by the learner may be in a position to recognize the group of letters as the word (Spufford, 1979).Words instruction for Multisyllabic Punctuation and capitalization are socially acceptable and are passed to learners as signals in the reading or writing process. Readers for the first time should learn to stop at a given juncture to avoid terminating a sentence before it ends. Appreciation of basic punctuation is adhered to following apostrophes to represent contractions and possessives, sometimes quotation marks are placed to denote conversation (Darnton, 1986).

Decoding Decoding is merely learning the phonetic rules that elaborate the pronunciation of letter sounds occurring at the same point in time with each other. For example, a consonant-vowel-Consonant word like ‘bit’ will have a short ‘I’ vowel sound considering that the word ‘bite’, converts the vowel sound to a long sound. It is necessary to learn the short vowel sounds first before moving on to the long ones since they are always consistent (Chall, 1970).Automatic Recognition of Words An area involves a more advanced component that recognizes possible diverse letters pronunciations or patterns of spellings.

An example includes, the long sound of the letter ‘a’ could be pronounced in two distinct ways namely weight and wait. The challenge here involve making learners recognize and spell the words properly (Spufford, 1979).Comprehension In conclusion, the reader needs the ability to put together all the components to create an implication. It involves the capacity to identify the beginning, middle and ending of a story together with details of the same thing. In order to give another end, it is important for the reader to understand the story theme.

This allows whoever is reading to bring about the meaning beyond what can be from the story (Chall, 1970).In Summary, the following Flow Chart Represents all the Steps ReferencesBryant, P. E., MacLean, M., Bradley, L. L., & Crossland, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental psychology, 26(3), 429.Chall, J. S. (1970). Learning to read: The great debate. Ardent Media.Darnton, R. (1986). First steps toward a history of reading.

Australian Journal of French Studies, 23(1), 5-30.Santa, C. M., & Høien, T. (1999). An assessment of Early Steps: A program for early intervention of reading problems. Reading research quarterly, 34(1), 54-79.Spufford, M. (1979). First steps in literacy: The reading and writing experiences of the humblest seventeenth‐century spiritual autobiographers. Social History, 4(3), 407-435.