Learning to read: Difference between revisions

Revision as of 21:47, 26 December 2020

Revision as of 14:07, 27 December 2020

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According to the report by the US [[National Reading Panel]] (NRP) in 2000,

<ref>name="National Reading Panel, 2000, Summary">{{cite web |url=https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf|title=National Reading Panel (NRP) – Summary Report (2000)}}</ref><ref name="National Reading Panel, 2000, Subgroups">{{cite web |url=http://www.nationalreadingpanel.org/publications/subgroups.htm |title=National Reading Panel (NRP) – Reports of the Subgroups |work=National Reading Panel, 2000 (NRP) – Publications and Materials |url-status=dead |archive-url=https://web.archive.org/web/20100611011153/http://www.nationalreadingpanel.org/publications/subgroups.htm |archive-date=2010-06-11 }}</ref> the skills required for proficient reading of [[alphabet]]ic languages are [[phonemic awareness]], [[phonics]], [[fluency]],<ref name="Rasinski, T">{{cite web |url=http://www.prel.org/products/re_/assessing-fluency.htm |title=Assessing Reading Fluency |author=Rasinski, T. |publisher=Pacific Resources for Education and Learning |access-date=2007-10-21 |archive-url=https://web.archive.org/web/20050123144839/http://www.prel.org/products/re_/assessing-fluency.htm |archive-date=2005-01-23 |url-status=dead }}</ref> [[vocabulary]],<ref name="Justice 2002 87–106">{{cite journal|last1=Justice|first1=Laura M. |title=Word Exposure Conditions and Preschoolers' Novel Word Learning During Shared Storybook Reading|journal=Reading Psychology|volume=23|issue=2|year=2002|pages=87–106|issn=0270-2711|doi=10.1080/027027102760351016|s2cid=144874700 }}</ref> and [[reading comprehension|text comprehension]]. MoreIn generallynon-latin languages, proficient reading does not necessarily require [[phonemic awareness]] as in Latin Alphabets, but rather an awareness of the individual parts of speech, which may also include the whole word (as in Chinese characters) or syllables (as in Japanese) as well as others depending on the writing system being employed. Other important skills are: [[rapid automatized naming]] (RAN),<ref name="Lervåg">{{cite journal |vauthors=Lervåg A, Hulme C | year = 2009 | title = Rapid automatized naming (RAN) taps a mechanism that places constraints on the development of early reading fluency | journal = Psychol. Sci. | volume = 20 | issue = 8| pages = 1040–8 | doi = 10.1111/j.1467-9280.2009.02405.x | pmid = 19619178 | s2cid = 44971393 }}</ref><ref name="Denckla MB 1974">{{cite journal | pmid = 4844470 | volume=10 | issue=2 | title=Rapid "automatized" naming of pictured objects, colors, letters and numbers by normal children |date=June 1974 | journal=Cortex | pages=186–202 |vauthors=Denckla MB, Rudel R | doi=10.1016/s0010-9452(74)80009-2}}</ref> a general understanding of the [[orthography]] of the language, and practice.

The [[Independent review of the teaching of early reading (Rose Report 2006)|Rose Report]], from the [[Department for Education]] in England makes it clear that, in their view, [[phonics#Systematic phonics|systematic phonics]], specifically [[synthetic phonics]], is the best way to ensure that children learn to read; such that it is now the law.<ref>{{cite web|url=http://publications.teachernet.gov.uk/eOrderingDownload/0201-2006PDF-EN-01.pdf|archive-url=https://webarchive.nationalarchives.gov.uk/20100512233640/http://publications.teachernet.gov.uk/eOrderingDownload/0201-2006PDF-EN-01.pdf|url-status=dead|archive-date=2010-05-12|title=Independent review of the teaching of early reading, 2006}}</ref><ref>{{cite web|url=https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study/national-curriculum-in-england-english-programmes-of-study|title= National curriculum in England: English programmes of study}}</ref><ref>{{cite web|url=https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/379489/Getting_20them_20reading_20early.doc|title=Getting them Reading Early, OFSTED, 2014}}</ref><ref>{{cite web|url=https://www.youtube.com/watch?v=5wGfNiweEkI|title=Synthetic Phonics, Mr. T's phonics, 2010}}</ref> In 2005 the government of [[Australia]] published a report stating "The evidence is clear ... that direct systematic instruction in phonics during the early years of schooling is an essential foundation for teaching children to read."<ref>{{cite web |url=http://www.dest.gov.au/nitl/documents/executive_summary.pdf |title=Executive Summary |work=Australian Government Department of Education, Science and Training |url-status=dead |archive-url=https://web.archive.org/web/20110422080804/http://www.dest.gov.au/nitl/documents/executive_summary.pdf |archive-date=2011-04-22 }}</ref> Phonics has been gaining acceptance in many other countries as can be seen from this page [[Phonics#Practices by country or region|Practices by country or region]].

===Rapid automatized naming===

Other important skills are: [[rapid automatized naming]] (RAN),<ref name="Lervåg">{{cite journal |vauthors=Lervåg A, Hulme C | year = 2009 | title = Rapid automatized naming (RAN) taps a mechanism that places constraints on the development of early reading fluency | journal = Psychol. Sci. | volume = 20 | issue = 8| pages = 1040–8 | doi = 10.1111/j.1467-9280.2009.02405.x | pmid = 19619178 | s2cid = 44971393 }}</ref><ref name="Denckla MB 1974">{{cite journal | pmid = 4844470 | volume=10 | issue=2 | title=Rapid "automatized" naming of pictured objects, colors, letters and numbers by normal children |date=June 1974 | journal=Cortex | pages=186–202 |vauthors=Denckla MB, Rudel R | doi=10.1016/s0010-9452(74)80009-2}}</ref> a general understanding of the [[orthography]] of the language, and practice.

==='''Rapid automatized naming==='''

[[Rapid automatized naming]], the ability to say quickly the names of letters, objects and colors, predicts an individual's ability to read. This might be linked to the importance of quick retrieval of [[phonological]] representations from [[long-term memory]] in reading and the importance of object-naming circuits in the left [[cerebral hemisphere]] that are recruited to underpin a learner's word-recognition abilities.<ref name="Lervåg"/><ref name="Denckla MB 1974"/>

==='''Orthography==='''

[[Orthography]] describes or defines the set of symbols used in a language, and the rules about how to write these symbols. Orthographic Development proceeds in increasing complexity as a person learns to read. Some of the first things to be learnt are the orthographic conventions such as the direction of reading and that there are differing typefaces and capitalization for each symbol. In general, this means that to read proficiently, the reader has to understand elements of a written language.

==='''Practice==='''

Repeated exposure to print improves many aspects of learning to read and most importantly the knowledge of individual words. It increases the speed at which high frequency words are recognized which allows for increased [[fluency]] in reading. It also supports orthographic development, [[reading comprehension]] and [[vocabulary]] development. Research suggests there is value in reading words both in isolation and in context. Reading words in isolation promotes faster reading times and better memory for spellings; whereas, reading words in context improves semantic knowledge and comprehension.<ref> {{cite document|url=https://ila.onlinelibrary.wiley.com/doi/10.1002/rrq.334|title=The Science of Learning to Read Words: A Case for Systematic Phonics Instruction, Linnea C. Ehri, 2020-08-30, doi.org/10.1002/rrq.334|doi=10.1002/rrq.334}}</ref>