MED Reading Specialist

The introduction to reading for me was structured and relied on the development of basic literacy skills in phonics and sight word identification. These were supported by the readiness factor that each child must attain as the foundation for reading. As an educator at the early childhood education stage readiness was very important.

My introduction into the primary school did not take the readiness factor into consideration. Each child was expected to interact with the basal reader as the main reading tool to develop word identification skills and fluency. This prompted much rehearsing of the content at home so that at times the material was learned by rote and the picture cues were used as spring boards to activate memory. Picture reading and memorizing of the content was often misunderstood for fluent reading. The child’s inability to decode high frequency words was often revealed when the same content was presented in an unfamiliar context.

Later through an initiative of the Ministry of Education (MOE), I assisted my students in developing the required reading skills by submerging them in a designated phonics program. Though this program has benefits, many teachers have opted for the traditional methods of rote learning that have been proven to be quite inadequate for the varied learners in a regular classroom. The need to dedicate time to helping educators to appreciate the development of the basic literacy needs of the student as the basis for reading fluency is imperative. I believe that if educators can identify the literacy needs of students and provide multiple opportunities for students to acquire and practice the necessary literacy skills, students would become more competent at given tasks.

MED Reading is the vehicle through which I can learn more about the chosen field as well as impart my knowledge to fellow educators.