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A Child learns to read - Coggle Diagram
A Child learns to read
what is reading?
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Exploring the repair manueal so you can fix your ( car, computer, dishwasher.)
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Reading is, first of all, the mechanical skill of turning the printed symbols into the sounds of our language. the reason we turn the printed words into sound in other words, the reason we read is to get at the meaning.
reading entails both reconstructing an author´s message and constructing one´s own meaning using the words on the page as a stimulus.
Theories of Aquisition
Non Stage Theory: the earlier theory is the non stage theory, which holds that unskilled and skilled readers essentially use the same strategies to figure out unknown words.
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at the second stage, the spelling sound stage, they listen of new words when children have arrived at the final stage, called automatic stage.
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at this sophisticated stage, they almost subconciously scan every feature of a word and compare it instantaneously to patterns with which they are familiar.
Teachers need to teach students to set their own purposes for reading and then check to see that their purposes are being met. Teachers can teach students to think about their own thinking (metacognition) by modeling various strategies as they read aloud to students.
They can also do this by discussing how reading rate and strategies change according to the type of reading that is being done.
Reading is a constructive process
We have come to think of reading as the construction of meaning from text. As readers interact with the text, meaning is being constructed in their minds. The meaning does not lie on the page but in the mind of the reader.
Good readers use different strategies, depending on their purposes for reading and the difficulty of the material. The purpose of reading may be purely for entertainment, to memorize a poem, or to discover how to put together some object.
Finally, we have come to think of reading as a process in which readers interact with the text while tapping into their own experience in order to construct meaning. What readers bring to the activity in terms of prior knowledge of content, structure, and vocabulary determines how well they will be able to derive a rich meaning from the text.
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