5 myths about learning how to read


December 28, 2017 Facebook Twitter LinkedIn Google+ Library User Group,Sarah Denson


Teachers know that teaching reading to children is an art. Not every child engage with the same types of books, and various techniques may work best for some than others. Nevertheless, common myths about learning how to read can create unnecessary obstacles for young children. Let’s look at the facts about five common reading misconceptions.

 

Learning to read is a natural process.

 

Truly, learning how to read is an art that must be taught and developed–it doesn’t happen naturally. It might be unfair to expect newbies at any skill, from buttoning a shirt to watercolor painting, should capture naturally without a good deal of instruction, and practice. Oftentimes, people equate learning language with learning how to read, even though learning how to speak is an all-natural process, learning how to understand written material is a completely separate thing. Learning how to read, on the contrary, is not yet hard-wired in our brain–considering the fact that we have just been writing and reading for a small fraction of human existence.

 

 

Looking back during reading reduces comprehension.

 

Referring back to answer comprehension question assessment isn’t cheating. Actually, encouraging readers to look refer back can reduce obstacles to comprehension as it could illuminate enlighten where a misunderstanding has occurred. This however has another important implication, as children who look back in a story to find answers are also developing serious problem-solving skills. Instead of taking a shortcut, readers who refer back are creating the habit of using evidence to aid your answers, rather than just guessing.

 

Strategy: Is the book you are reading with kid have a family tree or map as a reference? Take time to rush back to those pages with them when a question arises about an event that took place in the book to find facts for your answers.

 

 

Real understanding of a text comes from finding the author’s precise meaning.

 

Adult readers know that a book can be interpreted on countless ways–Every reader will interpret in his/her own way. What makes these interpretations valid is how one can support them with facts, whether by looking back the written text or by taking facts from mother earth. Children learning how to read should be motivated to use their personalities and backgrounds with their knowledge of what they read since that’s when reading is at its most effective. Studies shows that intelligent student responses to stories they read “include specific retelling of the written text…explicit links between their personal life experience and their interpretations.”

 

Strategy: When you are reading, take some time out to draw parallels between the story, setting, characters, as well as your life experience.

 

Sarah Denson

Library User Group

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