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Learning To Read Is Not A Natural Process! It Must Be Learned!
Statistics indicate that over half of children have difficulty learning to read. What is reading? When and how should a child learn to read? Who is responsible to teach a child to read? Answers, resources, and support are available!
Learning to read does not come naturally. Research indicates that the best time to teach a child to read is when the child is 4, 5, and 6 years old. After age 6, the child is no longer being taught to learn to read, but rather being taught reading in an attempt for the child to “catch up”.
Kristina Hufnagel, co-creator of the Embracing Early Reading support system and first grade teacher defines reading, “Reading is more than word calling (saying the words on the page). Reading is making meaning from print. To read, a child must be able to decode (figure out unknown words), read with fluency (phrasing, rate, and speed), and comprehend (understand)
Teaching a child to read is not easy. It requires materials (ex: books), knowledge and understanding (ex: about the reading process, developmental levels of reading, appropriate instruction and support…), ongoing support and learning for both the child and the adult, and an appreciation for the child as a reader.
“Too often when a child is learning to read, they are being “fit” into a commercial reading program with determined daily and weekly lesson plans for their reading instruction. Yet, not all children are the same,” notes Jennifer Davis, first grade teacher and co-creator of the Embracing Early Reading support system. “Each child learns at different rates and by different means of instruction. Embracing Early Reading, for example, is not a reading program. It is a reading support system that focuses on providing reading instruction and support to “fit” the needs of each child as an individual reader. Research conducted by the International Reading Association and the National Council of Teachers of English has determined and identified that this is “effective”
Often if a child is a struggling reader or having difficulty learning to read, there is a false hope that the child can be “fixed”. The child can not be “fixed” because the child is not “broken”…no child is “broken”. Every child is unique. Just like adults, every child has strengths and areas for improvement. The key is to recognize and celebrate the strengths of each child as a reader and to provide specific, timely, and appropriate support for their development and growth throughout the process of learning to read.
“The development, learning, and growth of a child academically, socially, and emotionally are the shared responsibility of the child’s teacher, the child’s caretakers (parents), and the school district,” explains Jennifer Davis, co-creator of Embracing Early Reading and a first grade teacher. “We all need to work together to meet the needs of each child as an individual. It is not about teaching the “reading”, but rather it is about or should be about teaching the “reader” (child).” Every child can learn to read and read to learn!
The Embracing Early Reading support system referenced above is available at www.embracingearlyreading.com. Embracing Early Reading is a reading support system for beginning and/or struggling readers. Information about the support system, ideas, resources, links, research, support, newsletters, a blog, and articles are available on the Embracing Early Reading website: www.embracingearlyreading.com.
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Embracing Early Reading
Embracing Early Reading is a reading support system for beginning and struggling readers. It includes ALL of the components for the most “effective”