Reading

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Reading
For the teachers and the children
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It matters that teachers understand how language
is learned.
Children understand the purpose of print and
expect it to be meaningful. Such understandings
develops as children participate in meaningful
literacy events. They learn ,through experience,
that written language will make sense, weather it
is writing on a chalkboard, in a book or on a
road sign. Once children has grasped the fact
that all types of print are used to communicate
meaning, they have learned the main concept
required for reading and writing progress (Clay,
1977).
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It matters that teachers understand that reading
is strategic.
A reader's task is to make meaning from the
printed page. The most important question a
teacher can ask a reader or  writer is, " Does
that make sense? " Learners need to be encouraged
to ask the same questions of themselves as they
read and write ( K. Goodman 1986 ). A typical
reader uses only minimal visual (grapho-phonemic)
information and instead uses the semantic
information and syntactic information.
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• The reader uses three cue-systems
• Semantic cue-system (makes sure that the word
  fits semantically )
• Syntactic cue-system (make sure that the word is
  grammatically correct)
• Grapho-phonemic cue-system (deals with sound
  letter relationship)
• NOTEgood readers use minimal visual
  information,that means that they use more the
  semantic cue-system Poor readers relies heavily
  on grapho-phonemic cue-system.

Reading cue-systems
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It matters that teachers make informed
observations.
Once teachers understand how language learning
occurs, have a sense of what matters about the
reading process itself, and are confident that
children can function as readers and writers, the
next task is to understand the learners. This is
best done through keen, careful, and informed
observation.
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It matters that teachers establish
learning-centered environments.
In a literate environment, events and activities
serve three functions they encourage students to
send, receive, and share genuine messages they
allow the teacher and other learners to
demonstrate literate abilities and they provide
content or topics for communication.  
1)Teachers should capitalize upon student
experience and areas of interest to provide
content for literacy activities. They can begin
by asking children what  their interests are.
2)Materials  should  be available on topics that
typically interest children of the appropriate
age. Dinosaurs, folktales, and animal stories are
usually sure-fire winners. Generally, the more
that learners have a share in controlling the
content of activities, the better. 3)Students
should have opportunities to browse and to
explore a topic in depth. 4)Teachers should
demonstrate for students -both deliberately and
incidentally-learning and inquiry strategies,
communication roles and styles, and writing and
communication processes.