Reading is a process that does not develop naturally; consequently, it requires regular planning and instruction. The entire process is composed of six key components: comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary. First language acquisition typically occurs in infancy and early childhood (Critical Period), and it declines as we age; therefore, it is important to help children into the early stages by encouraging them to babble and to communicate back as well as to let them explore with their tactile sensory system such as by using their mouth or by touching. According to Gail E. Tompkins, in her book Literacy for the 21st Century, language is “a complex system for creating meaning through socially shared conventions.” The communication and language process involves four cueing systems: phonological, syntactic, semantic and pragmatic systems.
Children learn about sounds through the exposure of nursery rhymes, word games, rhythmic activities, traditional rhyming,
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Children create their own spelling by the use of symbols they associate with sounds they hear in the words they wish to write. A study by Carol Chomsky, from Harvard University, shows temporary invented spelling may contribute to beginning reading versus providing correct spelling in writing because it encourages them to think about letter sound relations.
By kindergarten, many children begin to read some words through recognition or by processing letter-sound relations. They are also exposed to vocabulary through listening to stories from a variety of genres and repeated readings. Studies have shown that increasing the child’s experiences with good books is associated with accelerated
READING INFORMATION PAPER