OUTCOMES IN READING

The Skills and Abilities that are linked to Later Outcomes in Reading



Abstract

Reading' is a convoluted cognitive method of decoding emblems for the aim of drawing from significance (reading comprehension) and/or assembling meaning. It is the mastery of rudimentary cognitive methods to the issue where they are self-acting in order that vigilance is set free for the investigation of meaning. Reading is an entails of dialect acquisition, of connection, and of distributing data and ideas. Like all dialect, it is a convoluted interaction between the text and the book reader which is formed by the reader's former information, knowledge, mind-set, and dialect community which is heritage and communally situated. The reading method needs relentless practices, development, and refinement.

The Skills and Abilities that are linked to Later Outcomes in Reading

Introduction

According to this view children have to be a certain age before they can begin to read, and they must be able to do certain things before they are ready to read. Despite this idea of children having to be a certain age before they are ready to read, there is no agreement as to which age children should begin formal instruction in reading. Teachers favouring this view believe that certain activities make children 'ready' to learn to read. So, before children read books, they are given pre-reading activities such as learning the sounds of letters, or learning the alphabet, (Cornelissen, 2009) or completing puzzles - all to help children acquire the skills that behaviorists think are necessary before formal teaching of reading and writing can begin. Many junior primary syllabuses for reading still advocate the use of pre-reading and pre-writing activities. Very often children who are identified as 'not ready' are children who have had no pre-schooling or do not come from a home where there is an established book culture. With this understanding of reading readiness, you must be made 'ready' for books before you can have a book. And tragically, this means that these children are kept from handling real books for far too long (Flanagan, 1998).

The Psycho-Linguistic Perspectives on the Facilitation of Reading Psycholinguists have shown that children who grow up in literate societies pick up a great deal of literate behaviour from people and the print around them. Often this learning is incidental, and some of it is taught by their families and others before they come to school. Literacy has its roots in the social interaction of children with others and their environment from the time they are born. Children have also acquired a great deal of language and knowledge before they come to school. They have used their language and their knowledge in a variety of ways in their daily lives. Children who are given books to explore with, or who are read plenty of stories, have a rich language and knowledge base with which to start school (Flanagan, 1998).

Whenever children work or play with written language, they are developing their understanding of what written language does - they are developing a concept ...