Learning to read: Difference between revisions

Revision as of 22:19, 30 December 2020

Revision as of 22:36, 30 December 2020

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The path to skilled reading involves learning the alphabetic principle, phonemic awareness, phonics, fluency, vocabulary and comprehension.<ref>{{cite web|url=https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf|title=National reading panel, nichd.nih.gov}}</ref>

British psychologist [[Uta Frith]] introduced a three stages model to acquire skilled reading. Stage one is the ''logographic or pictorial stage'' where the childstudents attemptsattempt to grasp words as objects. Stage two is the ''phonological stage'' whichwhere involvesstudents learninglearn the relationship between the graphemes (letters) and the phonemes (sounds). Stage three is the ''orthographic stage'' where students read familiar words more quickly than unfamiliar words, and word length gradually cease to play a role.<ref>{{cite book|author=Stanislas Dehaene|title=Reading in the brain|pages=199–204|publisher=Penquin Books|date=2010-10-26|isbn=9780143118053}}</ref>

===Age to introduce literacy learning===