child reading skill, child reading, child development, child language development
Reading contributing to a different approaches in many people. Some think that reading is a simple skill that can be learned quickly and easily if we use a particular method of teaching. But there is no “perfect” method. That is why, through the years, one method after another has been rejected or replaced.
Three most frequently used methods
To build a strong foundation of reading , there are many methods were used.
When the alphabet method alone was used, children memorized and recited the ABC'S before reading.
In the phonic methods, sounding of letters and combinations of letters was employed to help children pronounce and spell words. The alphabet was frequently presented and sounded first. Often drills were given on the beginning or ending consonant sounds in words, on vowel sounds and on blends.
In the word method, children may begin by building a stock of words from their experience. The words are placed on charts in a simple story at first; later they are displayed on cards and learned through repetition. Sometimes words are presented on cards with accompanying pictures and learned through association and repetition. Then stories are introduced and new words are repeated in practice exercises.
Reading is not a mechanical skill
Similarly, the word approach is a useful and essential way of associating meaning with words . Obviously, these methods are all of value; the child must learn the alphabet in order to spell and to use dictionaries. He must also have some skill in phonic analysis in order to pronounce and spell many words he has not encountered previously
But no one of these methods applied in child reading skill should be used in isolation and referred to as the way to teach reading. Modern child development reading programs are designed to utilize each of these procedures. child reading skill, child reading, child development, child language development
Reading is much more than recognizing letters in words, or sounding groups of letters, or plodding through a line of print one word at a time, without understanding or appreciation. Our goals should be to encourage growth in reading ability in such a way that a child will read and understand groups of words and get meaning from his reading. To do this he must learn to read not letter by letter or word by word, but by thought units - whole phrases and short sentences. There are other abilities to be mastered, too. The good reader must be able to adjust his rate to his varied purposes for reading; slowly in reading material to be remembered in detail or to be studied critically; faster in reading ‘just for fun,’ and still faster in skimming.
Books Are Children's Friend| Child Reading Approach