2+-+Learning+to+Read

** “Reading is the process of constructing meaning from print and from other symbols” (Hill, 2006, p.138). When children learn to read, they need to be able to use all aspects of what they can see, including illustrations and text, and understand the message that is being sent from them. “Being able to hear language, perceive differences in meaning and articulate language is crucially important for learning to read and write.” (Hill, 2006, p.20) Some children may have difficulty learning to read, more than others, as they may not have been introduced to books and read to as much as other children. When children learn to read, teachers give them certain books based on their level of capability. As the book levels go up, the content gets harder and more complex. All children will vary as of what level they can read.
 * Learning to read:



media type="file" key="reading15vid1.wmv"media type="file" key="reading15vid2.wmv" Above: Video 1 & 2: Can demonstrate segmentation and blending of letters in words of one or two syllables. (Source: [|Department of Education] )

media type="file" key="reading15vid3.wmv" Video 3:Can use sentence context, predictable structures and initial letters when attempting to read unfamiliar words. (Source: [|Department of Education] )

media type="file" key="reading15vid4.wmv" Video 4:Can accurately and independently read print and electronic texts with high frequency words. (Source: [|Department of Education] )

COMPREHENSION While learning to read children have to comprehend what they are reading, so they understand what is being said and so they don’t just read words with no meaning. Reading comprehension is the “act of simultaneously extracting and constructing meaning from the text” (Hill, 2006, p.190). Children need to comprehend words, illustrations and symbols. When comprehending, there are three elements involved; the reader, text and activity. The reader is what makes each individual and individual; “our cultural experiences, knowledge, capabilities, age and gender” (Hill, 2006, p.191). Each child is the reader. The text can be a range of different types. Text can be in electronic form or in print and can be in different genre types. “The activity has three dimensions: the purpose of reading-why readers read; the processes-what mental activity they engage in while reading; and the consequences-what readers learn or experience as a result of reading” (Snow & Sweet (2003, p.2) as cited in Hill, 2006, p.191). Children gain a lot of experience from reading and it is a very important part of a person’s life. A person will need reading for the rest of their lives and without it will find it very hard to get a job or achieve highly.

media type="file" key="reading15vid5.wmv" Video 5: Can self correct on recognition that their own reading does not make sense. (Source: [|Department of Education] )

media type="file" key="reading15vid6.wmv" Video 6: Can include the main ideas in retelling what they have read. (Source: [|Department of Education] )

media type="file" key="reading15vid7a.wmv"media type="file" key="reading15vid7b.wmv" Video 7: A and b. Can predict what might happen next in a story read independently. (Source: [|Department of Education] )

Other Videos of Learning to read are available at: [|Department of Education And Early Childhood Development.]