Teaching Reading

Normally developing children raised by caring adults develop speech and language abilities naturally and without effort. Learning to read is a different process because it involves learning about a symbolic system (writing) used to represent speech. Before children begin to learn to associate the written form with speech, they need to learn the vocabulary, grammar and sound system of the oral language. Research has shown that there is a close connection between oral vocabulary and early reading ability. The ability to attend to the individual sounds within words (phonological and phonemic awareness) is also an oral skill that is closely associated with reading ability. Get it here.

Language Development and Learning to Read

Two major questions guide the research on reading. The first and most obvious has to do with methods of reading instruction: What works best, and why? This is the topic of the companion book, Early Reading Instruction. The second question, and the topic of this book, is more subtle and complex. It stems from the fact that there are striking individual differences in reading skill even when children are taught in the same classroom
with the same method by the same teacher. Why do some children learn to read easily and quickly, while others don’t learn to read at all? Read here.

Reading Test

In testing reading comprehension, we should know many forms of testing it. This article gives us some examples of each type of questions in testing reading comprehension. See full article.