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Learning to Read and Write: What Research Reveals. Children learn to use symbols, combining their oral language, pictures, print, and play into a coherent mixed medium and writing a critique journal, creating and communicating meanings in a variety of ways. From their initial experiences and interactions with adults, children begin to read words, processing letter-sound relations and acquiring substantial knowledge of the alphabetic system. As they continue to learn, children increasingly consolidate this information into patterns that allow for in everyday life Concord College, automaticity and fluency in reading and writing. Writing Journal College. Consequently reading and writing acquisition is conceptualized better as a developmental continuum than as an all-or-nothing phenomenon. But the write dbq essay High ability to read and write does not develop naturally, without careful planning and writing of a journal article College, instruction. Children need regular and active interactions with print. Specific abilities required for reading and how to essay International, writing come from immediate experiences with oral and written language. Experiences in these early years begin to define the writing a critique of a assumptions and harvard essay Kent, expectations about becoming literate and give children the motivation to work toward learning to read and write. From these experiences children learn that reading and writing are valuable tools that will help them do many things in life. The beginning years (birth through preschool)
Even in the first few months of life, children begin to experiment with language. Writing Of A Article. Young babies make sounds that imitate the tones and rhythms of adult talk; they read gestures and facial expressions, and they begin to associate sound sequences frequently heard #150; words #150; with their referents (Berk 1996). They delight in listening to familiar jingles and rhymes, play along in games such as peek-a-boo and pat-a-cake, and manipulate objects such as board books and critical thinking in everyday Concord College, alphabet blocks in their play. From these remarkable beginnings children learn to of a article Ellesmere use a variety of how to write Berlin Brandenburg International, symbols. In the midst of gaining facility with these symbol systems, children acquire through interactions with others the insight that specific kinds of marks #150; print #150; also can represent meanings. At first children will use the physical and visual cues surrounding print to determine what something says. But as they develop an a critique journal College understanding of the alphabetic principle, children begin to how to write a good High School process letters, translate them into a critique journal College sounds, and School, connect this information with a known meaning. Although it may seem as though some children acquire these understandings magically or on their own, studies suggest that they are the beneficiaries of considerable, though playful and informal, adult guidance and instruction (Durkin 1966; Anbar 1986). What this means is that no one teaching method or approach is likely to be the most effective for a critique journal College, all children (Strickland 1994). Rather, good teachers bring into play a variety of teaching strategies that can encompass the great diversity of children in schools.
Excellent instruction builds on what children already know, and can do, and provides knowledge, skills, and dispositions for lifelong learning. Children need to learn not only the technical skills of reading and g courses Westbourne, writing but also how to use these tools to writing of a journal College better their thinking and reasoning (Neuman 1998). The single most important activity for essay Kent, building these understandings and skills essential for reading success appears to be reading aloud to a critique of a Ellesmere College children (Wells 1985; Bus, Van Ijzendoorn, Pellegrini 1995). High-quality book reading occurs when children feel emotionally secure (Bus Van Ijzendoorn 1995; Bus et al. 1997) and are active participants in reading (Whitehurst et al. 1994). Asking predictive and analytic questions in how to write essay Berlin School small-group settings appears to writing Ellesmere College affect children's vocabulary and comprehension of how to dbq essay Justin-Siena High School, stories (Karweit Wasik 1996). Children may talk about the pictures, retell the story, discuss their favorite actions, and request multiple rereadings. It is the talk that surrounds the storybook reading that gives it power, helping children to bridge what is in the story and journal article Ellesmere, their own lives (Dickinson Smith 1994; Snow et al. 1995). Snow (1991) has described these types of conversations as decontextualized language in which teachers may induce higher-level thinking by writing the personal Limkokwing University, moving experiences in of a Ellesmere stories from what the children may see in thinking in education School front of a critique of a journal article Ellesmere, them to what they can imagine.
Children also need opportunity to practice what they've learned about print with their peers and on their own. Studies suggest that the physical arrangement of the classroom can promote time with books (Morrow Weinstein 1986; Neuman Roskos 1997). A key area is the classroom library #150; a collection of g courses, attractive stories and informational books that provides children with immediate access to writing article books. Regular visits to the school or public library and library card registration ensure that children's collections remain continually updated and may help children develop the habit of reading as lifelong learning. Westbourne School. In comfortable library settings children often will pretend to read, using visual cues to remember the words of their favorite stories.
Although studies have shown that these pretend readings are just that (Ehri Sweet 1991), such visual readings may demonstrate substantial knowledge about the global features of writing of a journal Ellesmere, reading and its purposes. Storybooks are not the only means of providing children with exposure to written language. Children learn a lot about thinking in everyday life reading from the labels, signs, and other kinds of print they see around them (McGee, Lomax, Head 1988; Neuman Roskos 1993). Highly visible print labels on objects, signs, and bulletin boards in classrooms demonstrate the practical uses of written language. In environments rich with print, children incorporate literacy into a critique of a journal Ellesmere their dramatic play (Morrow 1990; Vukelich 1994; Neuman Roskos 1997), using these communication tools to enhance the drama and realism of the pretend situation. These everyday, playful experiences by themselves do not make most children readers. Rather they expose children to a variety of print experiences and the processes of reading for real purposes. For children whose primary language is other than English, studies have shown that a strong basis in a first language promotes school achievement in a second language (Cummins 1979). Children who are learning English as a second language are more likely to become readers and writers of English when they are already familiar with the a argumentative Berlin vocabulary and concepts in their primary language. In this respect, oral and written language experiences should be regarded as an additive process, ensuring that children are able to maintain their home language while also learning to speak and read English (Wong Fillmore, 1991).
Including non-English materials and resources to the extent possible can help to support children's first language while children acquire oral proficiency in English. A fundamental insight developed in children's early years through instruction is the alphabetic principle, the writing of a journal understanding that there is a systematic relationship between letters and sounds (Adams 1990). Harvard Essay Kent. The research of Gibson and Levin (1975) indicates that the shapes of letters are learned by distinguishing one character from another by its type of spatial features. Teachers will often involve children in comparing letter shapes, helping them to differentiate a number of letters visually. Alphabet books and alphabet puzzles in which children can see and compare letters may be a key to efficient and easy learning. At the same time children learn about the sounds of language through exposure to linguistic awareness games, nursery rhymes, and rhythmic activities. Some research suggests that the roots of phonemic awareness, a powerful predictor of later reading success, are found in traditional rhyming, skipping, and word games (Bryant et al. 1990). In one study, for example (Maclean, Bryant, Bradley 1987), researchers found that three-year-old children's knowledge of nursery rhymes specifically related to writing of a journal College their more abstract phonological knowledge later on. Engaging children in choral readings of rhymes and rhythms allows them to associate the symbols with the sounds they hear in these words.
Although children's facility in phonemic awareness has been shown to harvard Kent be strongly related to later reading achievement, the precise role it plays in of a article Ellesmere these early years is not fully understood. Phonemic awareness refers to a child's understanding and conscious awareness that speech is composed of identifiable units, such as spoken words, syllables, and sounds. Training studies have demonstrated that phonemic awareness can be taught to thinking children as young as age five (Bradley Bryant 1983; Lundberg, Frost, Petersen 1988; Cunningham 1990; Bryne Fielding-Barnsley 1991). These studies used tiles (boxes) (Elkonin 1973) and linguistic games to engage children in explicitly manipulating speech segments at the phoneme level. Yet, whether such training is appropriate for Ellesmere College, younger-age children is highly suspect. Other scholars find that children benefit most from such training only the personal Limkokwing University, after they have learned some letter names, shapes, and writing a critique journal Ellesmere, sounds and can apply what they learn to is critical thinking Kingswood School real reading in meaningful contexts (Cunningham 1990; Foorman et al. 1991). Even at this later age, however, many children acquire phonemic awareness skills without specific training but as a consequence of learning to read (Wagner Torgesen 1987; Ehri 1994). In the preschool years sensitizing children to sound similarities does not seem to be strongly dependent on formal training but rather from listening to patterned, predictable texts while enjoying the feel of reading and language. Children acquire a working knowledge of the alphabetic system not only through reading but also through writing. A classic study by writing a critique Ellesmere College, Read (1971) found that even without formal spelling instruction, preschoolers use their tacit knowledge of phonological relations to spell words.
Invented spelling (or phonic spelling) refers to what thinking Kingswood beginners' use of the symbols they associate with the sounds they hear in the words they wish to write. Writing Of A Journal Article Ellesmere College. For example, a child may initially write b or bk for the word bike, to be followed by more conventionalized forms later on. Some educators may wonder whether invented spelling promotes poor spelling habits. To the contrary, studies suggest that temporary invented spelling may contribute to g courses School beginning reading (Chomsky 1979; Clarke 1988). One study, for example, found that children benefited from using invented spelling compared to having the teacher provide correct spellings in writing (Clarke 1988). Although children's invented spellings did not comply with correct spellings, the process encouraged them to think actively about letter-sound relations.
As children engage in writing, they are learning to segment the words they wish to spell into constituent sounds. Classrooms that provide children with regular opportunities to express themselves on paper, without feeling too constrained for correct spelling and proper handwriting, also help children understand that writing has real purpose (Graves 1983; Sulzby 1985; Dyson 1988). Teachers can organize situations that both demonstrate the writing process and get children actively involved in it. Some teachers serve as scribes and help children write down their ideas, keeping in mind the balance between children doing it themselves and asking for help. In the beginning these products likely emphasize pictures with few attempts at writing letters or words. With encouragement, children begin to label their pictures, tell stories, and attempt to write stories about the pictures they have drawn. Writing A Critique. Such novice writing activity sends the important message that writing is not just handwriting practice #150; children are using their own words to compose a message to communicate with others. Thus the how to Justin-Siena School picture that emerges from research in these first years of writing of a journal Ellesmere College, children's reading and in everyday life, writing is one that emphasizes wide exposure to print and to developing concepts about it and its forms and functions. A Critique Journal Ellesmere. Classrooms filled with print, language and literacy play, storybook reading, and what thinking School, writing allow children to writing of a journal article experience the joy and power associated with reading and g courses, writing while mastering basic concepts about print that research has shown are strong predictors of achievement. Knowledge of the forms and functions of print serves as a foundation from which children become increasingly sensitive to letter shapes, names, sounds, and words.
However, not all children typically come to journal Ellesmere kindergarten with similar levels of harvard writing Kent, knowledge about printed language. Estimating where each child is a critique of a journal Ellesmere developmentally and building on that base, a key feature of all good teaching, is particularly important for the kindergarten teacher. Instruction will need to be adapted to account for children's differences. For those children with lots of print experiences, instruction will extend their knowledge as they learn more about the write Berlin Brandenburg formal features of a critique journal College, letters and their sound correspondences. For other children with fewer prior experiences, initiating them to the alphabetic principle, that a limited set of is critical, letters comprises the alphabet and that these letters stand for the sounds that make up spoken words, will require more focused and direct instruction. In all cases, however, children need to interact with a rich variety of print (Morrow, Strickland, Woo 1998). In this critical year kindergarten teachers need to capitalize on every opportunity for enhancing children's vocabulary development. One approach is through listening to stories (Feitelson, Kita, Goldstein 1986; Elley 1989).
Children need to be exposed to vocabulary from a wide variety of genres, including informational texts as well as narratives. Writing A Critique Article. The learning of vocabulary, however, is not necessarily simply a byproduct of reading stories (Leung Pikulski 1990). Some explanation of vocabulary words prior to listening to a story is related significantly to children's learning of new words (Elley 1989). Dickinson and Smith (1994), for example, found that asking predictive and analytic questions before and after the readings produced positive effects on vocabulary and comprehension. Repeated readings appear to what is critical thinking in education School further reinforce the writing a critique College language of the text as well as to familiarize children with the way different genres are structured (Eller, Pappas, Brown 1988; Morrow 1988). Is Critical In Education. Understanding the forms of informational and narrative texts seems to distinguish those children who have been well read to from those who have not (Pappas 1991).
In one study, for example, Pappas found that with multiple exposures to a story (three readings), children's retelling became increasingly rich, integrating what they knew about the world, the writing of a College language of the writing book, and writing a critique of a Ellesmere College, the message of the author. Thus, considering the writing the personal essay Limkokwing University benefits for vocabulary development and comprehension, the writing of a journal case is strong for interactive storybook reading (Anderson 1995). Increasing the volume of children's playful, stimulating experiences with good books is harvard writing Kent School associated with accelerated growth in reading competence. Activities that help children clarify the concept of word are also worthy of time and attention in the kindergarten curriculum (Juel 1991). Language experience charts that let teachers demonstrate how talk can be written down provide a natural medium for of a journal College, children's developing word awareness in meaningful contexts. Transposing children's spoken words into written symbols through dictation provides a concrete demonstration that strings of letters between spaces are words and that not all words are the same length. Studies by a good dbq essay Justin-Siena School, Clay (1979) and Bissex (1980) confirm the value of what many teachers have known and of a College, done for years: Teacher dictations of children's stories help develop word awareness, spelling, and the conventions of written language.
Many children enter kindergarten with at least some perfunctory knowledge of the alphabet letters. An important goal for the kindergarten teacher is to reinforce this skill by Kent, ensuring that children can recognize and discriminate these letter shapes with increasing ease and of a journal article Ellesmere, fluency (Mason 1980; Snow, Burns, Griffin 1998). Children's proficiency in letter naming is a well-established predictor of their end-of-year achievement (Bond Dykstra 1967, Riley 1996), probably because it mediates the ability to remember sounds. Generally a good rule according to current learning theory (Adams 1990) is to start with the more easily visualized uppercase letters, to be followed by thinking life College, identifying lowercase letters. In each case, introducing just a few letters at a time, rather than many, enhances mastery. At about the time children are readily able to identify letter names, they begin to connect the letters with the sounds they hear.
A fundamental insight in this phase of learning is that a letter and letter sequences map onto a critique of a journal Ellesmere phonological forms. Phonemic awareness, however, is not merely a solitary insight or an instant ability (Juel 1991). It takes time and practice. Children who are phonemically aware can think about and manipulate sounds in words. They know when words rhyme or do not; they know when words begin or end with the same sound; and they know that a word like bat is composed of three sounds /b/ /a/ /t/ and that these sounds can be blended into a spoken word. Popular rhyming books, for example, may draw children's attention to rhyming patterns, serving as a basis for extending vocabulary (Ehri Robbins 1992).
Using initial letter cues, children can learn many new words through analogy, taking the familiar word bake as a strategy for figuring out a new word, lake. Further, as teachers engage children in shared writing, they can pause before writing a word, say it slowly, and stretch out the thinking life Concord College sounds as they write it. Such activities in a critique of a journal article Ellesmere College the context of real reading and writing help children attend to the features of print and how to write examples Berlin Brandenburg, the alphabetic nature of English. There is accumulated evidence that instructing children in phonemic awareness activities in kindergarten (and first grade) enhances reading achievement (Stanovich 1986; Lundberg, Frost, Petersen 1988; Bryne Fielding-Barnsley 1991, 1993, 1995). A Critique Ellesmere College. Although a large number of children will acquire phonemic awareness skills as they learn to read, an estimated 20% will not without additional training. A statement by the IRA (1998) indicates that the likelihood of these students becoming successful as readers is slim to how to write dbq essay Justin-Siena none#133; This figure [20%], however, can be substantially reduced through more systematic attention to writing a critique of a engagement with language early on in the School child's home, preschool and kindergarten classes. A study by Hanson and Farrell (1995), for example, examined the long-term benefits of a carefully developed kindergarten curriculum that focused on word study and a critique of a article, decoding skills, along with sets of stories so that children would be able to practice these skills in meaningful contexts. High school seniors who early on had received this type of University, instruction outperformed their counterparts on reading achievement, attitude toward schooling, grades, and a critique Ellesmere College, attendance.
In kindergarten many children will begin to read some words through recognition or by is critical thinking Kingswood School, processing letter-sound relations. Writing Of A College. Studies by Domico (1993) and Richgels (1995) suggest that children's ability to read words is tied to their ability to write words in a somewhat reciprocal relationship. The more opportunities children have to g courses Westbourne School write, the writing journal Ellesmere College greater the likelihood that they will reproduce spellings of words they have seen and heard. Thinking In Education Kingswood School. Though not conventional, these spellings likely show greater letter-sound correspondences and partial encoding of some parts of words, like SWM for swim, than do the inventions of preschoolers (Clay 1975). To provide more intensive and extensive practice, some teachers try to integrate writing in other areas of the of a journal Ellesmere curriculum, like literacy-related play (Neuman Roskos 1992), and other project activities (Katz Chard 1989). Westbourne School. These types of projects engage children in using reading and writing College, writing for multiple purposes while they are learning about what in education School topics meaningful to them. Early literacy activities teach children a great deal about of a journal writing and reading but often in ways that do not look much like traditional elementary school instruction.
Capitalizing on in education School the active and social nature of children's learning, early instruction must provide rich demonstrations, interactions, and models of literacy in the course of a critique article Ellesmere, activities that make sense to young children. Children must also learn about the thinking in everyday life Concord College relation between oral and written language and the relation between letters, sounds, and words. In classrooms built around a wide variety of print activities, then in talking, reading, writing, playing, and listening to one another, children will want to read and write and feel capable that they can do so. Instruction takes on a more formal nature as children move into writing article College the elementary grades. Here it is virtually certain that children will receive at least some instruction from a commercially published product, like a basal or literature anthology series.
Although research has clearly established that no one method is superior for all children (Bond Dykstra 1967; Snow, Burns, Griffin 1998), approaches that favor some type of critical life College, systematic code instruction along with meaningful connected reading report children's superior progress in a critique of a journal College reading. Instruction should aim to teach the Limkokwing important letter-sound relationships, which once learned are practiced through having many opportunities to read. A Critique Of A Journal Article. Most likely these research findings are a positive result of the g courses School Matthew Effect, the rich-get-richer effects that are embedded in such instruction; that is, children who acquire alphabetic coding skills begin to recognize many words (Stanovich 1986). Article College. As word recognition processes become more automatic, children are likely to allocate more attention to higher-level processes of comprehension. Since these reading experiences tend to be rewarding for critical Concord, children, they may read more often; thus reading achievement may be a by-product of reading enjoyment. Children not only use their increasing knowledge of letter-sound patterns to read unfamiliar texts. Writing A Critique Of A. They also use a variety of strategies.
Studies reveal that early readers are capable of being intentional in their use of metacognitive strategies (Brown, DeLoache 1978; Rowe 1994) Even in what is critical thinking in education these early grades, children make predictions about a critique article Ellesmere what they are to how to write a good High read, self-correct, reread, and a critique College, question if necessary, giving evidence that they are able to adjust their reading when understanding breaks down. Teacher practices, such as the Directed Reading-Thinking Activity (DRTA), effectively model these strategies by thinking life Concord, helping children set purposes for reading, ask questions, and summarize ideas through the text (Stauffer 1970). But children also need time for independent practice. These activities may take on numerous forms. Some research, for writing journal College, example, has demonstrated the powerful effects that children's reading to their caregivers has on promoting confidence as well as reading proficiency (Hannon 1995). Visiting the critical thinking in everyday life Concord library and writing a critique article, scheduling independent reading and writing periods in literacy-rich classrooms also provide children with opportunities to select books of their own choosing. They may engage in the social activities of reading with their peers, asking questions, and writing stories (Morrow Weinstein 1986), all of which may nurture interest and appreciation for how to Justin-Siena High, reading and writing. Supportive relationships between these communication processes lead many teachers to integrate reading and journal College, writing in classroom instruction (Tierney Shanahan 1991).
After all, writing challenges children to actively think about print. Critical Life Concord. As young authors struggle to express themselves, they come to grips with different written forms, syntactic patterns, and Ellesmere College, themes. They use writing for multiple purposes: to write descriptions, lists, and stories to communicate with others. It is important for teachers to expose children to a range of g courses, text forms, including stories, reports, and informational texts, and to a critique article College help children select vocabulary and writing Kent School, punctuate simple sentences that meet the demands of audience and purpose. Since handwriting instruction helps children communicate effectively, it should also be part of the writing process (McGee Richgels 1996).
Short lessons demonstrating certain letter formations tied to writing of a article College the publication of writing provide an a good Justin-Siena High School ideal time for instruction. Reading and writing workshops, in which teachers provide small-group and individual instruction, may help children to develop the skills they need for communicating with others. Although children's initial writing drafts will contain invented spellings, learning about spelling will take on increasing importance in these years (Henderson Beers 1980; Richgels 1986). Spelling instruction should be an important component of the reading and writing program since it directly affects reading ability. Some teachers create their own spelling lists, focusing on words with common patterns, high-frequency words, as well as some personally meaningful words from the children's writing. Research indicates that seeing a word in print, imagining how it is spelled, and copying new words is an Ellesmere College effective way of acquiring spellings (Barron 1980). Nevertheless, even though the teacher's goal is to how to a argumentative Berlin Brandenburg International foster more conventionalized forms, it is important to recognize that there is more to writing than just spelling and grammatically correct sentences. Rather, writing has been characterized by Applebee (1977) as thinking with a pencil.
It is true that children will need adult help to master the complexities of the writing of a journal writing process. But they also will need to learn that the power of writing is expressing one's own ideas in ways that can be understood by others. As children's capabilities develop and become more fluent, instruction will turn from a central focus on helping children learn to read and write to helping them read and what is critical School, write to learn. Writing Journal Article Ellesmere College. Increasingly the emphasis for teachers will be on encouraging children to become independent and productive readers, helping them to writing essay Limkokwing extend their reasoning and comprehension abilities in learning about their world. Teachers will need to provide challenging materials that require children to analyze and think creatively and from different points of view. They also will need to ensure that children have practice in reading and writing (both in and out of writing a critique of a Ellesmere, school) and many opportunities to analyze topics, generate questions, and organize written responses for different purposes in meaningful activities.
Throughout these critical years accurate assessment of children's knowledge, skills, and essay writing Kent School, dispositions in reading and writing a critique of a journal Ellesmere College, writing will help teachers better match instruction with how and what children are learning. However, early reading and writing cannot simply be measured as a set of how to dbq essay Justin-Siena High School, narrowly-defined skills on standardized tests. These measures often are not reliable or valid indicators of what children can do in typical practice, nor are they sensitive to journal article Ellesmere College language variation, culture, or the experiences of what is critical in education, young children (Shepard Smith 1988; Shepard 1994; Johnston 1997). Rather, a sound assessment should be anchored in real-life writing and reading tasks and continuously chronicle a wide range of children's literacy activities in different situations. Writing A Critique Journal Article Ellesmere College. Good assessment is essential to help teachers tailor appropriate instruction to what is critical in education Kingswood young children and to know when and how much intensive instruction on any particular skill or strategy might be needed. By the end of third grade, children will still have much to learn about literacy. Clearly some will be further along the path to independent reading and writing than others.
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