Discuss about the Understanding Language Development and the Reading Process in Childern.
Children have a universal way of acquiring languages, regardless of the number of languages being introduced to them. For them, acquisition of language is much like a game of ball, they are given a set of rules and they are on. By rules one means the structure, rules and their use in order to learn that language. Every language learning process goes through a set of steps, through which the language can be effectively learnt. Concepts like reading skills, writing skills, contextual knowledge, knowledge of the sound units and other factors are always there to support the process of learning a language. If one considers the age group of children, then one would have to keep in mind that it is a more careful process. Taking care of a child learning a language is a very intricate role for the teachers. The foundation of one’s language system is the person’s basic knowledge of the language he is talking in. For that one would know that proper language training would be very important to provide from a very young age. Children have a very clear and capable mind, which can easily grasp any kind of knowledge so teaching them a language would be more interesting as they can be, taught any which way the teacher pleases. However, proper steps should be maintained for the process. The following essay talks in detail about each stage if language learning and development in children and how reading process is taught to a child. The essay discusses in fair details about topics such as, Reading, Phonological and Phonetic awareness in children, Alphabet and Phonic Knowledge, Concepts of Prints and Screen and Contextual, Semantic and Grammatical Information. Each of the above topics named is equally important as the other. Each of them is important in the learning process of a language for a child. These steps are vital and they shape the way a child learns a particular language, irrespective of nationality or ethnicity (McDonalds, 2013).
An infant has the capability to look at pictures, understand voices and point out towards objects near and far. It is very essential for the immediate teacher, whether in play school or home to guide them through the first steps of reading and learning. It is very essential that the first few steps of learning are guided by pictures, paintings and visually appealing methods, so that the child is never bored and finds interest in the process of learning. Drawing attention towards pictures and story books, and relating to real world objects, a child takes its very first steps towards learning. This is when a child starts understanding communication and languages used to communicate. Reading out stories to children makes up an essential part of learning for children and they gradually grow up to read on their own, from their knowledge of sound and understanding of letters. They see the written letters and learn making the sounds related to them. The next step is teaching them how to make simple words by adding up their knowledge of letters, and reading them from their knowledge of the sounds the letters produce. Learning to read becomes more like an automatic reflex as soon as the rhythm and melody of a language start becoming a part of the child’s system. Further, reading skills are improved by introducing complex reading elements like bigger words, sentences and complex sentence structures (Masny, 2012).
Phonology is the study of the rules that govern speech and sound production. Phonetics is the study about the way in which a particular unit of speech is uttered, while phonics is the system in which symbols stand for sounds in a specific alphabetic writing system. Phonological awareness is the ability to understand segments of sounds and arrange them for oral language. Children’s curriculums mostly have events involving music classes, story-telling and rhyme classes which help them to introduce themselves to sounds and syllables, and the proper use of them. But it is to be noted that phonological awareness begins at a very early age, even before children start going to school, their home environments are where they are introduced to sounds and speech at first. A sound phonological awareness helps children to make better connections between sounds and letters (Brady and Shankweiler, 2013)
When we talk of Phonetics, we mean the tiny unites of speech which corresponds to the letters of a particular alphabetic system. Awareness of any language is produced through these small sounds composing a word or sentence. When a child enters school, his phonemic awareness determines largely what kind of gripping power the child will have. It is also a fact, according to research that phonemic awareness can be developed through proper instruction, and that helps a child’s reading and writing skills later.
Phonics is something that involves both eyes and ears, whereas just ears are needed as aids to acquire phonological knowledge. One cannot have phonic awareness without phonological awareness. So for children, it is ideal to have them introduced to sounds first before letters and visual representation are introduced to them. Phonic knowledge helps children link actions to letter sounds. This helps them to remember better. When children are taught all the letter sounds, they are further introduced to the idea of letters and sounds together and the association of both. Then they learn how to link actions with letter sounds so that they retain easily and effectively. Then they are taught how to blend sounds like ‘oo’ or ‘sh’, etc. then de-coding new words become easier. This can be the first step taken towards reading (Drouin, Horner & Sondergold, 2012)
By Alphabet knowledge we mean the ability in children to name, distinguish shapes, identify sounds of alphabet and write them successfully. This kind of knowledge is developed through a few activities which come in the respective sequence:
Alphabet knowledge helps to develop phonological sensitivity, which includes the ability to detect and play with sound structures of spoken language. For example: being able to make different words with the /m/ sound. Phonological awareness aids the growth of the knowledge of alphabets. When children can pick out the sounds in spoken words, they can identify the letter-sound resemblance.
It is very essential to design proper reading- screening instruments for screening a child’s learning progress. Children keep on growing in their phonological and early reading skills. The right time to start screening children has something that has drawn debates. Certain cases argue the age limit for as to when this screening should be introduced. Some views claim that children should go through screening before formal instruction has begun. Prevention of reading issues can be detected early on in life if a child does not get fully involved in the system of formal literacy instruction. The other view states that screening as a part of pre-school, precisely before they enter kindergarten will reduce the accuracy of the screening process. That can happen for two factors, namely:
Print awareness stands for and understanding of structure, function and conventions of written language. The process is based on certain skills which are taught to children for a better understanding of language:
A large part of the teaching process is dependent on the printed materials. Little children should be encouraged to read from printed materials, which keep the children interested in the visually appealing study materials. This does not only have their interests, but also encourages effective learning. The basic steps towards this can be implemented by labeling things for instance, their belongings, labeling storage boxes and cupboards, writing in colored chalks on the blackboard, and other methods effective in introducing print to them. Print awareness helps children develop their observing skills, and keeps them interested in lessons.
If a child is growing up in an environment where not too many people talk, the child will automatically talk less. Similarly, in a talkative environment the child will grow up to be talkative. But it is very essential that the child is taught the idea of context. By the idea of context we mean that when a word is uttered the meaning if the word is specific to factors surrounding it. Such as the environment, gender, day, time, etc. for effective teaching of language, a child should also be introduced to the concept of contextual words. That will widen the window of the child’s understanding and he will understand the better use of words. Every school should have sessions where teachers interact with the students in a way, teaching those more about contextual functions of words.
Semantic awareness stands for and understanding and correct use of meaning when it involves single words, sentences or phrases. It is something that is very necessary for language acquisition skills. It is very important for children to be taught from a very early age which meaning relates to which word, and that what semantic knowledge stands for. Sometimes it is context bound, sometimes it is not. However, baby steps are taken when it comes to teaching children because they are not expected to have the capability to understand complex meanings. So, little segment-meanings are provided to them for easier understanding (Zens NK, 2017).
Grammar is the pillar of foundation when it comes to written and spoken language, which helps people to understand language better. Using a mode of communication with poor grammar is something that takes away meaning from the conversation. This can hinder proper communication and also affect one’s self esteem for not having been able to communicate one’s thoughts. Proper grammar makes reading and understanding easier for both parties involved in a conversation, making the conversation fruitful and enjoyable. For children also, correct grammar helps in expanding vocabulary as one can come in contact with new words and learn better and innovative ways to communicate their thoughts to the other person. Improved grammar skills always have a positive effect on learners, and it is important that children are groomed to learn correct grammar so that they grow up to speak confidently (Lowe, 2016). Learning good grammar helps in certain factors such as:
It is a fact that grammar skills help children to prepare better for higher classes. Children advance towards a bigger world of words.
Each of the above topics has been elaborated to explain how they play a major role in shaping the way a child learns and understands a language. It also determines how effectively it affects the learning process. Every step has a procedure of being taught. Every step has a specific age to be taught. This whole process helps to acquire the skill of becoming successful in using a language fluently. Each process is important in the way of learning a language.
Conclusion
In conclusion to the whole essay we can say that each of the above steps is extremely crucial in terms of a child’s process of learning a language and developing reading skills. Children tend to learn very quickly and it is very essential to maintain the correct steps to ensure they learn any language to the best of the potential. That applies for the reading and writing skills too. For that, maintaining the decorum or steps is very important
References
Axford, B., Harders, P. and Wise, F., (2009). Scaffolding literacy: An integrated and sequential approach to teaching reading, spelling and writing. Camberwell, Victoria: ACER Publishing
Brady, S. A., & Shankweiler, D. P. (Eds.). (2013). Phonological processes in literacy: A tribute to Isabelle Y. Liberman. Routledge.
Drouin, M., Horner, S. L., & Sondergeld, T. A. (2012). Alphabet knowledge in preschool: A Rasch model analysis. Early Childhood Research Quarterly, 27(3), 543-554.
Hill, S. (2012). Developing early literacy: Assessment and teaching. (2nd Ed). Prahran, Victoria: Eleanor Curtain Publishing.
Lowe, K. (2016). For the love of reading: Supporting struggling readers. Newtown, NSW: Primary English Teaching Association Australia.
Masny, D. (2012). What is reading? A cartography of reading. Mapping multiple literacies: An introduction to Deleuzian literacy studies, 69-92.
McDonald, L. (2013). A literature companion for teachers. Sydney, NSW: Primary English Teaching Association Australia.
Zens NK, e. (2017). Effects of phonological awareness and semantic intervention on word-learning in children with SLI. – PubMed – NCBI. Ncbi.nlm.nih.gov. Retrieved 4 August 2017, from https://www.ncbi.nlm.nih.gov/pubmed/21271927
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