The ultimate goal of reading instruction is to enable children to understand what they read, so reading instruction has to be about more than simply matching letters and sounds -- it also has to be about connecting words and meaning.
It is clear from research on emerging literacy that learning to read is a relatively lengthy process that begins very early in development and clearly before children enter formal schooling.
Children who receive stimulating literacy experiences from birth onward appear to have an edge when it comes to vocabulary development, understanding the goals of reading, and developing an awareness of print and literacy concepts.
Children who are read to frequently at very young ages become exposed in interesting and exciting ways to the sounds of our language, to the concept of rhyming, and to other word and language play activities that serve to provide the foundation for the development of phoneme awareness.
As children are exposed to literacy activities at young ages, they begin to recognize and discriminate letters. Without a doubt, children who have learned to recognize and print most letters as preschoolers will have less to learn upon school entry. The learning of letter names is also important because the names of many letters contain the sounds they most often represent, thus orienting youngsters early to the alphabetic principle or how letters and sounds connect.
The earlier you begin working on language with your child -- simply speaking to your child, reading to your child, and then listening and responding to your child's communications -- the better off your child will be when the time comes to learn to ready.
Studies show a strong connection between early language development and reading. Language and reading require the same types of sound analysis. The better babies are at distinguishing the building blocks of speech at six months, the better they will be at more complex language skills at two and three years old, and the easier it will be for them at four and five years old to grasp the idea of how sounds link to letters.
However, preparing your child to become a reader needs to go beyond this to cognitive readiness.
Cognitive readiness is essentially making sure your child has the essential foundations for reading. This includes the development and understanding of language, such as vocabulary, sentence structure, and grammar; but also includes background knowledge and experience.
For example, a child can easily make the transition from seeing the neighbor's cat to the parent connecting the word "cat" with the animal. Then later when the child is learning the alphabet and connecting sounds with various letters the cat is again brought into play. Finally, when it is time to begin reading text the child is already well on her way to understanding the written word "cat" through her experience of seeing and hearing it.
However, children need help learning these concepts. A child will not learn the names, sounds, and shapes of letters simply by being around adults who like to read and who engage in reading. Children learn these concepts when adults take the time and effort to share experiences with oral and written language.
Preparing your child to read must take a step beyond this as well. Children's cognitive skills and knowledge are frequently thought of as core ingredients in the recipe for success in school. Children's language/literacy refers to both their oral communication (language) and understanding of the written word (literacy). The concept of general knowledge refers to children's conceptions and understandings of the world around them.
As children enter kindergarten for the first time, they differ in their cognitive skills and knowledge. Studies of first-time kindergartners indicate that children's reading, mathematics, and general knowledge are related to their age as they enter kindergarten, the level of their mother's education, their family type, the primary language spoken in the home, and their race/ethnicity.
The undisputed purpose of learning to read is to comprehend. Even before children can read for themselves, it can help them to build vital background knowledge by having adults read to them interactively and frequently. This means not only is the book or story shared with the child -- but then the reader and the child discuss the book and the world, characters, and events it introduces. It is important for parents who want to build their child's cognitive readiness to actually choose of variety of texts that will expand what their children know about the world around them. Further, comprehension is enhanced through discussion of the text which in turn might lead to seeking out further text on this or related subjects. Effective instruction will help the reader actively relate his or her own knowledge or experience to the ideas written in the text, and then remember the ideas that he or she has come to understand.
Helping your child become cognitively ready for reading will also include giving your child diverse experiences in the world and with events and people so they can make connections between the real world and their reading. This does not have to mean extensive travel or expensive outings. Many times simply taking children to various events and places within your community can provide experience with people of different ages and ethnic backgrounds, for example.
Building a Strong Foundation for Reading Development
To prepare your child cognitively for reading, it is important to understand that reading instruction goes beyond letter-sound recognition. It is about building connections between words and meaning, fostering comprehension skills, and nurturing a love for reading.
Research indicates that the process of learning to read starts early in a child's development, even before formal schooling. By providing stimulating literacy experiences from infancy, you can give your child a head start in vocabulary development, understanding the purpose of reading, and grasping essential print and literacy concepts.
Regularly reading to your child from an early age exposes them to the richness of language, the beauty of rhymes, and various word and language play activities. These experiences lay the groundwork for developing phoneme awareness, which is crucial for successful reading.
By creating a strong foundation, you set the stage for your child's reading journey and empower them with the necessary cognitive skills to excel in reading comprehension.
Developing Language Skills as a Foundation for Reading
One of the key steps in preparing your child cognitively for reading is exposing them to literacy activities that promote letter recognition and discrimination. By introducing letters early on, children who can identify and write most letters before entering school have a head start in their reading journey.
Learning letter names is particularly important as many letter names correspond to the sounds they represent. This early exposure to the alphabetic principle helps children understand the connection between letters and sounds, which is fundamental for reading.
Starting early with language development is crucial for your child's reading readiness. Engaging in conversations, reading aloud to your child, and actively responding to their communications all contribute to their language growth. Research consistently highlights the strong correlation between early language development and reading proficiency. Both language and reading rely on sound analysis skills. When babies can distinguish speech sounds at an early age, it lays the foundation for more advanced language skills at two and three years old, making it easier for them to understand the relationship between sounds and letters at four and five years old.
By nurturing language skills from the beginning, you provide your child with a solid foundation for reading success.
Building Cognitive Readiness for Reading
While language development is crucial, preparing your child for reading goes beyond that—it involves ensuring cognitive readiness. Cognitive readiness encompasses foundational elements such as language skills, vocabulary, sentence structure, and grammar, as well as background knowledge and experiences.
For instance, a child can effortlessly connect the word "cat" with the animal after seeing it and hearing the word used in context by their parents or caregivers. As they progress to learning the alphabet and associating sounds with letters, the concept of "cat" remains familiar. When the time comes to read text, the child already has a solid understanding of the written word "cat" through their previous experiences.
However, children need guidance to learn these concepts effectively. Merely being exposed to adults who enjoy reading isn't sufficient for children to grasp letter names, sounds, and shapes. It is through intentional interactions and shared experiences with oral and written language that children acquire these skills.
Preparing your child for reading also involves nurturing their cognitive skills and knowledge. Cognitive skills and general knowledge play a vital role in children's academic success. Language and literacy encompass both oral communication and understanding the written word, while general knowledge refers to children's comprehension of the world around them.
By actively engaging with your child through meaningful experiences and conversations, you are fostering their cognitive readiness, enhancing their language abilities, and broadening their knowledge base. These foundational aspects contribute significantly to their overall readiness to embark on the journey of reading.
Broadening Cognitive Readiness through Experiences
As children enter kindergarten, their cognitive skills and knowledge may vary. Research on first-time kindergartners reveals that factors such as age, maternal education, family dynamics, primary language spoken at home, and race/ethnicity can influence children's reading abilities, mathematics skills, and general knowledge.
The ultimate goal of learning to read is comprehension. Even before children can read independently, interactive and frequent reading sessions with adults can help build crucial background knowledge. It's not just about sharing a book or story with the child, but also engaging in discussions about the book, its characters, events, and the world it introduces. Parents who aim to enhance their child's cognitive readiness should choose a variety of texts that expand their children's understanding of the world. Furthermore, comprehension is deepened through conversations about the text, which may encourage children to seek out additional information on related subjects. Effective instruction prompts the reader to actively connect their own knowledge and experiences to the ideas presented in the text, fostering a better understanding and retention of the concepts.
Facilitating cognitive readiness for reading also involves providing children with diverse experiences in the real world. This doesn't necessarily require extensive travel or costly outings. Often, taking children to various events and places within the community can expose them to people of different ages and ethnic backgrounds, broadening their understanding and enabling them to make connections between their reading and real-life experiences.
By offering interactive reading experiences, engaging in discussions, and providing diverse real-world encounters, you are helping your child develop a strong cognitive foundation for reading. These experiences expand their knowledge, improve comprehension skills, and foster connections between their reading materials and the world they inhabit.
Enhancing Cognitive Readiness: Practical Strategies
To further enhance your child's cognitive readiness for reading, here are some actionable steps you can take:
- Read news stories and revisit old ones every day: Regular reading exposes children to a wide range of vocabulary, language patterns, and ideas. Make reading a daily habit to expand their knowledge and spark their curiosity.
- Engage in interactive reading: Extend their understanding of words, language, and concepts by actively engaging with them during reading sessions. Ask questions, encourage discussions, and involve them in the storytelling process.
- Connect books to real-life experiences: Relate the information in books to events or topics that interest your child, such as holidays, pets, siblings, or games. Encourage discussions and draw connections between the book and their own experiences.
- Foster curiosity and wonder: Encourage your child to speculate and wonder about what might happen next in a story or share their own experiences related to the content. For instance, ask questions like, "What do you think will happen next?" or "Have you ever seen someone do that?"
- Highlight text features: Draw attention to titles, headings, and other textual elements while reading. This helps children understand the organization of a text and how different parts contribute to the overall meaning.
By implementing these strategies, you can actively contribute to your child's cognitive readiness for reading. Through consistent exposure to books, interactive discussions, and making connections to real-life experiences, you are nurturing their background knowledge, fostering a love for reading, and setting them on a path of lifelong learning.
