I have always been curious about reading and what triggers that growth to literacy in children. I have met students who are well versed in reading and comprehension exercises on entry into primary school at age five and others who can barely identify letters by name or sound. These latter students are the ones today who are struggling because early intervention was not applied. When should educators and parents start to be concerned about a child’s inability to read?
Some educators report to parents that the student cannot identify phonics or the phonemic awareness is lacking. These terms even for us are times used inappropriately thereby resulting in incorrect remediation. Levin (2010) an educator and contributor to Pre K Pages, has done a comprehensive listing to assist teachers and parents to better understand the differences between phonics and phonemic awareness.
It is important to note the phonemic awareness is developed through oral exercises. That is to say, that listening and speaking are integral to developing this skill. Children need to be afforded the opportunity to hear language in all its splendor as well as experiment with new and interesting words encountered.
Teachers can therefore reemphasize to parents the importance of having meaningful conversations with children as well as immersing them in Nursery Rhymes and Poems. A child who can contribute to discussions sensibly as well as hear and reproduce simple rhymes and poems is well on his or her way of becoming a reader of print. Children have demonstrated their fantastic capacity to retain the World Cup Songs over the last few weeks because they were played frequently. Let us do the same for our children to learn phonics and phonemic awareness so that they will be well on their way to becoming proficient readers.
Preparing a child to Read
Phonological Awareness
Eve,
ReplyDeleteI believe that early intervention is important. The teacher of the class knows the child's ability and should be the one to make interventions.The teacher can get the help of a reading specialist or other colleagues, who might be more knowledgeable about dealing with struggling readers. Most times, I believe we know why the child is having problems.Then, the teacher has to find strategies to work with the child.The problem is getting enough time to do remedial work with the child.It is then the child's parents should be consulted. We need the support from the home.
I had the experience in the second term of Second Year with a child struggling in all areas to finish his work an do his reading. I informed the mother that he will not progress to Standard One.She agreed that if it is for the best well....I saw a complete change in the child the next term. The mother began to show more interest.She made more visits to school, to enquirer about his progress and she sent him for lessons.I did my part and he was promoted to Standard One.His mother was happy.
It is important for the teacher and parent to work together.
Hi Eve
ReplyDeleteGetting the word out to parents can be a little daunting. Isn't it exciting that we can now email parents to their phones or computers to share important material with them?
I checked out your site on phonological awareness. It is awesome. Thank you for sharing.