An Overview of the Reading Process
Oral
Language Development
Long before children enter school, they explore and acquire
language as they hear words and sentences, grow in their understanding of how
language is used, and develop their own understandings of English (or whatever
their home language) phonological structure (Vogt & Shearer, 2011).
Young children need many books. They need to be read to often and have books
they can look through as well. They need
a variety of books (picture books, fiction, nonfiction, nursery rhymes, poetry,
alphabet, song) available and read aloud to them. Young children need to hear nursery rhymes
and sing songs. Books on tape (CDs) and
music CDs are favorites among young children, and they benefit in their oral
language development by listening to them.
Knowledge
of Letter Names and Concepts about Print
Knowing letter names does not promise reading
proficiency, although there is a strong correlation between a child’s knowledge
of letter names and reading success for beginning and developing readers (Vogt
& Shearer, 2011).
Print
concepts include understanding text directionality, meaning comes from print
(rather than illustrations), speech-to-print match, spacing between words, book
concepts (e.g., authors, illustrators, titles), and sentences (e.g., capitalization,
end punctuation) (Vogt & Shearer,
2011).
Again,
children need access to many books. Big
books, (normal sized) books, and charts are essential tools helping to develop
these concepts. Children need to be read
to, but they also need to have books they can look at independently. Teachers need to explicitly teach these
concepts. Children need to be read to
frequently.
Phonological
and Phonemic Awareness
Phonological awareness is an awareness of the
phonological segments in speech. It
involves “the ability to perform tasks such as rhyming and alliteration, and it
is considered to be at a more rudimentary level than phonemic awareness” (Vogt
& Shearer, 2011, p. 161).
Phonemic awareness involves the manipulation of
sounds in spoken words including segmenting words, onset and rime (Vogt &
Shearer, 2011).
Children need many opportunities to experience word
play, hear nursery rhymes, sing songs, and listen to numerous stories. Children need many books available to them
including ones with nursery rhymes, poetry, and songs. Exposure to music and songs helps with these
concepts. Word play games are helpful
and can be in the form of letter tiles, board games, and other materials.
Phonics
The
relationship between the letters in written words and the sounds in spoken
words is phonics (Vogt & Shearer, 2011).
Children
need to be exposed to good, quality literature on a regular basis. Other materials that can be helpful when
teaching phonics includes paper, white boards, and letter tiles. Phonics games can be helpful and motivating
for children.
Instant
Word Recognition
Instant word recognition refers to the large number
of words readers should be able to read instantly and cannot be sounded out (Vogt
& Shearer, 2011).
Materials that can be helpful when teaching instant
word recognition include books, sight word flashcards, and a variety of sight
word games.
Fluency
Fluency and automaticity are closely related. Fluency refers to the absence of word
identification problems that could potentially prevent comprehension when
reading (Vogt & Shearer, 2011).
Children need many books. They need opportunities to self-select texts
and need regular independent reading time.
Explicit feedback from a teacher can be beneficial.
Vocabulary
Development
“…children develop vocabulary through reading,
reading enhances children’s vocabulary development and background knowledge;
and vocabulary knowledge contributes to reading comprehension” (Vogt &
Shearer, 2011, p. 164). The two goals of
vocabulary instruction are the acquisition of new meanings and to teach
strategies for independent vocabulary acquisition (Vogt & Shearer, 2011).
Children need the opportunity read many books to help
enhance their vocabulary development.
Incidental and direct methods are necessary for learning new vocabulary.
Comprehension
Comprehension
involves how people construct meaning as they read, write, and speak (Vogt
& Shearer, 2011).
Comprehension
needs explicit instruction. Children
need to be read many books and need to hear teacher think alouds.
Spelling
and Grammar in Reading and Writing
It is agreed upon that spelling is a developmental
process. Invented spelling is often
encouraged for beginning readers and writers.
Spelling instruction eventually emphasizes an inductive approach. Struggling spellers often benefit from a “deductive,
systematic, and direct approach” (Vogt & Shearer, 2011, p. 166).
Grammar
should not be taught as an isolated skill or separate subject. Vogt and Shearer (2011) encourage the teaching
of grammar through writing instruction.
References
Vogt, M., & Shearer, B. (2011). Reading
specialists and reading coaches in the real world.
Boston,
MA: Pearson.
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