How Children Learn to Read, Research Paper Example

Introduction

Effective reading programs are designed to support children in achieving a high reading and language competency, independent of their background, cognitive skills and initial proficiency. It has been noted that reading skills have a close connection with language development, therefore, in order to make learning to read more effective, educators also need to focus on language, cognitive and comprehension skills. The below review of effective reading programs provides an outline of the required components, approaches while addressing the question of language diversity. The No Child Left Behind initiative, in particular the Reading First guidance published by the U. S. Department of Education (2002) outlines some essential features and requirements, however, other literature and publications will be reviewed in order to determine the effectiveness of different features related to early reading education based on supportive evidence. Comparison of interventions, systems, approaches based on related research is needed for assessing the effectiveness of teaching reading in elementary schools, as reading skills directly effect future learning outcomes.

Effective Reading Program Evaluation

Required Components. The Center on Instruction (Torgesen et al., 2007) determines some critical elements required for developing effective reading programs. These will be detailed below. First, the program needs to be based on high quality classroom instruction, followed by small group differentiated education. Institutional resources need to be allocated based on student performance data; therefore, the program needs to be based around pupils’ needs. Resources also need to be tailored to the needs of students, and effective intervention programs have to be developed to support those students who struggle with learning to read and language proficiency. According to the U. S. Department of Education (2002), the main components of an effective reading program are phonemic awareness, phonics, vocabulary development, reading fluency and comprehension strategies. It is clearly visible that the elements listed above are building blocks of a complete system. By focusing only on one element, the goals of language and reading development programs could not be achieved, while all of the above phases have an impact on each other. Without correct phonemic awareness, it is impossible to develop oral reading skills and reading fluency, while comprehension is impossible without competency achieved in the vocabulary field. The recommendations of the U. S. Department of Education (2002) also include that programs would be developed based on scientific reading research, in line with the Reading First initiative, findings related to diverse learners and those children whose language and cognitive development is delayed.

Best Educational Approaches. The NEPS Guide (2012) recommends that teachers should ensure that they implement a structured teaching approach. This means that while teachers balance the instruction of all the reading elements detailed above: from phonemic awareness to comprehension, they develop intervention methods for all areas where diverse learners could experience difficulties. The structured approach also includes a focused and targeted goal, clearly defined systematic outcomes need to be set. Strategies have to be purposeful (NEPS, 2012, p. 10), structured, cumulative and sequential”. Systematic teaching in phonics, for example, uses synthetic phonics, which is a “part-to-whole approach”, based on decoding the letters one by one. It is also based on segmenting and blending different sounds, supporting students to begin to read. When intervention is needed, the NEPS Guide (NEPS, 2012, p. 12) recommends either small group tuition or one on one instruction, based on the level of difficulty the student has with learning to read. However, as the above described intervention and early education method is based on flexibility, there is a need to create the “system” of tuition and intervention around the needs to students. This, however, is only possible if close monitoring of reading progress in every element of reading is present. Therefore, the systematic approach does not only focus on the structure of learning, but also the monitoring and review schedules. This way, teachers can make decisions on the frequency and duration of each lesson focused on one aspect of reading, as well as the frequency and duration of intervention required by students. Cooperative learning strategies, detailed by Slavin et al. (2010) have also been proven to create exceptional learning outcomes. Implementing instructional technology is another method to enhance learning experience of students and provide a diverse pool of resources in the classroom.

Modifications Required for Diverse Learners. Curriculum modifications are needed for diverse learners, according to Koga & Hall (2009). The main components and features of modifications based on intervention are: accommodation, adaptations, the creation of parallel curriculum and overlapping instruction. There are various reasons why modifications in the classroom might be needed, according to the authors (Koga & Hall, 2009) One reason might be to enhance learning experience of disadvantaged children in general. However, when learning diversities are concerned, several reasons for the modification exist. English language learners (ELL), for example can benefit from the integration of their cultural and linguistic background in the curriculum. However, this approach also requires teachers to learn about linguistically diverse students’ culture and language. Gifted and talented learners should not be neglected, either. The modification of the curriculum, in this case would consist of compacting the material, so content related to learning that the student has already mastered would not be covered. Behavioral reasons can also indicate the need for curriculum modification. When a child has a short attention span, Asperger’s or Autism, the use of visual tools and aids can be beneficial for improving the curriculum, while meeting children’s individual needs. Modifications are also recommended by Koga & Hall. (2009) to promote inclusion in the classroom. Students with mild or medium level disabilities have all benefited from inclusion strategies implemented in the classroom, according to the studies quoted by the author. Modifications can be based on the content of the instruction or the delivery method. Educators need to review diversity data and special needs requirements of students in order to create a strategic intervention plan based on curriculum modification.

Conclusion

As a conclusion, the authors would like to summarize the findings of the above literature review as follows:
Language development has an impact on children’s ability to learn to read.
Effective reading programs focus on a structural approach that has all the elements of learning to read: phonemic awareness, phonics, vocabulary development, reading fluency and comprehension strategies built upon each other. The systematic approach allows educators to develop all areas equally, while proactively respond to challenges in the classroom. Challenges faced by diverse learners need to be assessed and addressed in a professional manner, promoting inclusion, technology, accommodation and adaptation. Modifications can be made to the curriculum or the method of delivering skills related to reading and language development.

References

Koga, N. & Hall, T. (2009) Curriculum modification. National Center on Accessible Instructional Materials. Retrieved from: <http://aim.cast.org/sites/aim.cast.org/files/CurriculumModsNov2.pdf>

NEPS (2012) Effective interventions for struggling readers. A good practice guide for teachers. National Educational Psychological Service.

Slavin, R., Lake, C., Chambers, B., Cheung, A. & Davis, S. (2010) Effective reading programs for the elementary grades: A best-evidence synthesis. Best Evidence Encyclopedia

Torgesen, J., Houston D., Rissman, L., & Kosanovich, K. (2007) Teaching all students to read in elementary school: A guide for principals. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

U.S. Department of Education (2002) Guidance for the Reading First Program. Retrieved from: <https://www2.ed.gov/programs/readingfirst/guidance.pdf>