What Children Need to Become Readers
As described by Mackey and White (2004), "Reading is ubiquitous. We live, work, and play in a world that is saturated with print, words, books, and ideas. Learning to read, then, is a necessity" (p. 30). Lonigan and Whitehurst (1998) have proposed that adequate early reading instruction includes what they refer to as outside-in processes and inside-out processes. Included among the outside-in processes are vocabulary knowledge, conceptual knowledge, story schemas, and comprehension. Children also need to acquire proficiency with inside-out processes that translate print into sounds and sounds into print, such as phonemic awareness and letter/sound correspondence.
Specifically, children learning to read need the following:
- Time for reading and learning
- Access to texts of all kinds and rich resources for learning to read
- Interactions with other readers, both novice and expert
- Effective instruction in skills and strategies suited to their developmental levels
- Demonstrations of how readers, writers, and texts work
- Awareness of their own reading process (adapted from Braunger & Lewis, 1998)
© ______ 2007, Allyn & Bacon, an imprint of Pearson Education Inc. Used by permission. All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher.
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