ly situated. use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use morpheme, semantics, syntax and context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations.
1.2 Definitions of reading
Among the many definitions of reading that have arisen in recent decades, three prominent ideas emerge as most critical for understanding what «learning to read» means:
· Reading is a process undertaken to reduce uncertainty about meanings a text conveys.
· The process results from a negotiation of meaning between the text and its reader.
· The knowledge, expectations, and strategies a reader uses to uncover textual meaning all play decisive roles way the reader negotiates with the text's meaning.does not draw on one kind of cognitive skill, nor does it have a straightforward outcome-most texts are understood in different ways by different readers.
Major predictors of an individual's ability to read both alphabetic and nonalphabetic scripts are phonological awareness, rapid automatized naming and verbal IQ.the Lexical and the Sub-lexical cognitive processes contribute to how we learn to read.
Sub-lexical readinglexical reading, involves teaching reading by associating characters or groups of characters with sounds or by using Phonics or Synthetic phonics learning and teaching methodology. Sometimes argued to be in competition with whole language methods.readingreading involves acquiring words or phrases without attention to the characters or groups of characters that compose them or by using Whole language learning and teaching methodology. Sometimes argued to be in competition with Phonics and Synthetic phonics methods, and that the whole language approach tends to impair learning how to spell.to read in a second language, especially in adulthood, may be a different process than learning to read a native language in childhood. There are cases of very young children learning to read without having been taught. Such was the case with Truman Capote who reportedly taught himself to read and write at the age of five. There are also accounts of people who taught themselves to read by comparing street signs or Biblical passages to speech. The novelist Nicholas Delbanco taught himself to read at age six during a transatlantic crossing by studying a book about boats.activity in young and older children can be used to predict future reading skill. Cross model mapping between the orthographic and phonologic areas in the brain are critical in reading. Thus, the amount of activation in the left dorsal inferior frontal gyrus while performing reading tasks can be used to predict later reading ability and advancement. Young children with higher phonological word characteristic processing have significantly better reading skills later on than older children who focus on whole-word orthographic representation.
.3 Methods o...
