![]() ![]() Infants learn to speak (2) by listening to and repeating sounds made by adults and connecting them to meanings. Don’t children learn to read the way they learn to speak? And it explains why we know that most children can’t learn to read through osmosis or guessing. It touches on what else should be part of early reading programs. It covers what’s known about how we should teach letter-sound patterns, and what we don’t know for sure yet. That’s why we’ve put together this overview of the research on early reading, in grades K-2. Eventually, they need to be able to recognize most words automatically and read connected text fluently, attending to grammar, punctuation, and sentence structure. They need deep background and vocabulary knowledge so that they understand the words they read. They need to know the different sounds in spoken language and be able to connect those sounds to written letters in order to decipher words. Reading requires children to make meaning out of print. As such, there is more to teaching reading than just teaching phonics. ![]() Of course, there is more to reading than seeing a word on a page and pronouncing it out loud. And for the last few decades, the research has been clear: Teaching young kids how to crack the code-teaching systematic phonics-is the most reliable way to make sure that they learn how to read words. Certain combinations of letters predictably represent certain sounds. Another idea suggests that reading is a series of strategic guesses based on context, and that kids should be taught these guessing strategies.īut research has shown that reading is not a natural process (1), and it’s not a guessing game. If teachers and parents surround children with good books, this theory goes, kids will pick up reading on their own. One theory is that reading is a natural process, like learning to speak. ![]()
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