Reading For the teachers and the children

It matters that teachers understand how language is learned. Children understand the purpose of print and expect it to be meaningful. Such understandings develops as children participate in meaningful literacy events. They learn,through experience, that written language will make sense, weather it is writing on a chalkboard, in a book or on a road sign. Once children has grasped the fact that all types of print are used to communicate meaning, they have learned the main concept required for reading and writing progress (Clay, 1977).

It matters that teachers understand that reading is strategic. A reader's task is to make meaning from the printed page. The most important question a teacher can ask a reader or writer is, " Does that make sense? " Learners need to be encouraged to ask the same questions of themselves as they read and write ( K. Goodman 1986 ). A typical reader uses only minimal visual (grapho- phonemic) information and instead uses the semantic information and syntactic information.

Reading cue-systems The reader uses three cue-systems : 1.Semantic cue-system (makes sure that the word fits semantically )Semantic cue-system (makes sure that the word fits semantically ) 2.Syntactic cue-system (make sure that the word is grammatically correct)Syntactic cue-system (make sure that the word is grammatically correct) 3.Grapho-phonemic cue-system (deals with sound letter relationship)Grapho-phonemic cue-system (deals with sound letter relationship) *NOTE:good readers use minimal visual information,that means that they use more the semantic cue-system; Poor readers relies heavily on grapho-phonemic cue- system.

It matters that teachers make informed observations. Once teachers understand how language learning occurs, have a sense of what matters about the reading process itself, and are confident that children can function as readers and writers, the next task is to understand the learners. This is best done through keen, careful, and informed observation.

It matters that teachers establish learning-centered environments. In a literate environment, events and activities serve three functions: they encourage students to send, receive, and share genuine messages; they allow the teacher and other learners to demonstrate literate abilities; and they provide content or topics for communication. 1)Teachers should capitalize upon student experience and areas of interest to provide content for literacy activities. They can begin by asking children what their interests are. 2)Materials should be available on topics that typically interest children of the appropriate age. Dinosaurs, folktales, and animal stories are usually sure-fire winners. Generally, the more that learners have a share in controlling the content of activities, the better. 3)Students should have opportunities to browse and to explore a topic in depth. 4)Teachers should demonstrate for students -both deliberately and incidentally- learning and inquiry strategies, communication roles and styles, and writing and communication processes.