3.+Learning+to+read


 * __ Learning to Read. __ **

Reading involves taking the meaning from written print and symbols. It requires active problem solving. (Hill 2006, p.170) //Beginning// reading starts at birth, with babies being read aloud to and told stories. This continues well into their school years. (Hill 2006, p.145)Once a child enters into primary school their reading development is generally at //emergent// level and this will continue to develop through to //early, transitional and extending// developmental stages.Teachers organise groups of books to suit each level. The books chosen for each group are based on the following: the complexity of concepts written, the syntax and vocabulary, along with the length of the text and its size and placement on the page. How much ‘contextual support’ given in the illustrations are also considered. (Hill 2006 p.148)An able reader must be able to read the words and comprehend what they are reading.

= __Reading Comprehension__ =

Comprehension is being able to understand what has been read, and is a necessary part of reading. There are three important features in comprehension: the //reader//, the //text// and the //activity//.Every //reader// comprehends differently because of his or her own cultural experiences, knowledge, abilities, age and gender. //Texts// vary from print form to electronic as well its different genres. The //activity// includes three dimensions.Dimension one is the why or the //purpose// for the reading, second is the //pro cesses// which is what other mental activities are they doing at the same time and third, the //consequences// which is //the// information that the reader has taken in from what they have read**.**(Hill 2006, p.191) Comprehension has roadblocks that consist of //building// //active involvement, holding attention, being persistent, taking time to reflect// and //being flexible// (Hill 2006, p.192) or learning from their mistakes.