How
to achieve a successful teaching of reading in Romanized Languages
by Manuel (a RW 7 Student)
Reading is one of the most important
processes that human beings have
developed along their history. The importance
of this process is related to all those
simple and daily activities in which
reading is involved. For instance, when a person
wants to make a delicious recipe, he or
she should have previously developed some
readings skills such as reading comprehension
to understand the steps and
procedures to get successfully that
recipe. Another example that shows the
relevance of reading in the modern
world is when someone buys a medicine at the
pharmacy that should be taken according
to the written instructions that the
container has. In this case, if the
person who bought the medicine does not know to
read, she or he would be at risk to get
serious health problems or eventually death.
These two simple examples show clearly
that those who know how to read have
many more advantages than those who
have not acquired the basic skills to
decipher written information.
Therefore, many countries around the world have
spent large sums of money to improve
the reading teaching in schools because they
believe that reading is the key factor
to be successful in the academic aspect as in
daily life. Countries such as the
United States, Spain and Chile are some examples of
governments who have spent a lot of
economic resources to research what
strategies are the most adequate to
teach children to read. Researchers from all over
the world who have devoted a long time
researching this topic have demonstrated
and agreed that teaching reading should
be developed in accordance to three
fundamental steps that can not be
forgotten by who is teaching to read.
The first step to teach to read is the
teacher or the person who is teaching
should assess the child’s phonological
awareness level because according to
researchers this is a key factor to
learning to read. Phonological awareness is a
phonological skill that permits people
to know that words are comprised of letters
and syllables that have different
sounds and each one of them represents a
distinctive sound. Thus, if a child has
not developed a proper level in the skills
associated with phonological awareness,
the student could have a lot of difficulties
to achieve this learning. After the
teacher has already assessed this aspect, he or she
would know what phonological awareness
level the child has. If the child has
achieved a good performance in the
assessment, the teacher could pass them to
following stage. However, if the
obtained results from the assessment are low, the
teacher should generate a program to
improve these skills before he or she begins to
teach the letters(vowels and
consonants). Usually, these programs consist in a series of
activities that permit children to
develop skills such as recognition of initial or end sounds
of words, counting syllables, spelling
tasks, etc. Thus, when the teacher sees that the child
is able to face successfully these
tasks, he or she could be thinking about the next step
where the child will start to learn the
different letters that compound the Romanized
alphabets.
After the child has earned an adequate
performance in the tasks related to
phonological awareness, he or she will be ready to face the
second step to learn to
read. Here, the teacher teaches each letter and its sound.
For example, the teacher
shows the letter /C/ which is written on a card. While at
the same time, the teacher
pronounces the sound that represents the letter. Usually,
teachers use some
illustrations to support the memorization process of a
letter. For example, if the
teacher is teaching the /C/ in Spanish, he or she will use a
card where the letter /C/
appears beside the world /CASA/. Obviously, if the teacher
is teaching the letter /C/
in English, he or she will use another different
illustration, for example a cup. After
the child has memorized the sound and is able to recognize
visually the letter, the
teacher will teach the child how to build syllables. At this
stage, the teacher joins the
consonant with a vowel. For example, if we use the example
of the letter /C/, the
teacher will teach the child that if he joins the /C/ with
the vowel /A/, he will build
the syllable /CA/ or if he joins it with the vowel /O/, the
child will build the
syllable /CO/. When the child has already built all the
possible combinations, he will
be able to create and read words. For example, the child
could built simple words
such as /CACO/, /COCO/, /CUCO/, etc. and read them. Despite
these words can be
called pseudowords because some of them do not have meaning,
the important of
this activity is children can be able recognizing the
letter’s sound. This last thing is
very important because if the children recognize the letter
and its sound, it means
that the child could read any word. Once the student has
achieved mastery to read
syllables and words that contain the letter /C/ the teacher
should continue teaching
the next consonant and using the same steps used in the
teaching of the letter /C/.
Although the visual and aural recognition of the alphabet is
an important skill to
earn good performances in reading, it is not sufficient
because whoever wants to be
a successful reader should have a high level of reading
comprehension.
The
last step to complete the reading teaching process is to develop reading
comprehension. Reading comprehension is
a complex skill in which a series of
processes such as memory, attention and
language interact as well as other factors
related to a student’s background. At
this step, the teacher should teach some skills
that help students to analyze and
synthesize information that has been read. Usually,
at the beginning the analysis and
synthesis tasks are done in simple sentences and
later in paragraphs. For example, the
teacher ask a child to read a sentence and the
child read it. After that the teacher
asks some questions about what the child read
about. These type of questions are
related to main characters, facts or opinions that
the student could give about it. After
a certain time, the teacher should increase the
tasks complexity by asking the child to
read paragraphs and simple readings such as
stories or informative texts. At this
stage, the child could answer questions more
complex than those answered at the
previous stage. In addition, the teacher could
add tasks such as paraphrasing or
discussion questions. Finally, and as has been
noted previously, reading comprehension
is considered a complex skill that is very
important for all the students
therefore it should be worked on every day in the
school and at home.
Over time, reading has become a
fundamental tool and skill to achieve simple
things as for example to read a recipe or a medical
prescription, or other more complex as
to earn academic goals. That is one of the reasons why most
countries throughout the
world have been spending a lot of economic resources to
improve the teaching in the
schools. Therefore, a successful reading teaching process
should approach or teach some
skills such as phonological awareness, letters recognition
and reading comprehension.