Get the basic facts about what it takes for a young child to learn to read, best practices in teaching reading, the importance of oral language in literacy development, why so many children struggle, and more in this overview.
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1. Too many American children don't read well
Thirty-three percent of American fourth-graders read below the “basic” level on the National Assessment of Educational Progress reading test. The “basic” level is defined as “partial mastery of the prerequisite knowledge and skills that are fundamental for proficient work at each grade.” (NAEP Reading Report Card)
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2.一个成绩差距存在
许多学生进入幼儿园在他们的同龄人下面表现，并在通过成绩方面保持背后。当学生面对更具挑战性读取材料在上层等级中的差异时，语言的差异，印刷和背景经验繁殖。先验知识和阅读理解之间存在良好的相关性：拥有它的学生，得到它。没有，不要。随着年龄3岁的时间（Hart＆Risley，2003），差异是量化的。对于一些学生的子群，阅读失败率甚至比同龄同龄人高：52％的黑人学生，51％的西班牙裔学生，49％的贫困学生都在NAEP评估基础上得分以下。高需求学生在课堂上有慢性困难，必须准备教师以满足他们面临的挑战。
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3. Learning to read is complex
阅读是一个复杂的过程，它借鉴了许多需要同时开发的技能。Marilyn Adams（1990）将阅读系统的操作与汽车的操作进行比较。但是，与司机不同，读者还需要：
- 建造汽车（开发用于识别单词的机械系统）
- 维护汽车（用印刷品燃料，沿途修复问题，并确保它顺利运行）
- 而且，最重要的是，驾驶汽车（这要求我们有动力，战略和我们正在采取的路线）
Cars are built by assembling the parts separately and fastening them together. “In contrast, the parts of the reading system are not discrete. We cannot proceed by completing each individual sub-system and then fastening it to one another. Rather, the parts of the reading system must grow together. They must grow to one another and from one another.”(Adams et al., 1990, pp.20-21).
阅读的最终目标是从印刷中发出意义，并且需要良好工作秩序的车辆来帮助我们达到这个目标。
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老师应该以最终的目标教授
因为学会阅读是复杂的，所以最达到的教师学会了解读者和学习者的最终目标。与幼儿一起工作的教师学会平衡阅读的各种组成部分，包括音箱意识，语音，流利，词汇和理解在日常教学中。最好的老师在培养对书籍，单词和故事的热爱时融合了这些组件。
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5. Kids who struggle usually have problems sounding out words
Difficulties in decoding and word recognition are at the core of most reading difficulties. Poor readers have difficulty understanding that sounds in words are linked to certain letters and letter patterns. This is called the “alphabetic principle.”
The reason many poor readers don’t attain the alphabetic principle is that they haven’t developed phonemic awareness — being aware that words are made up of speech sounds, or phonemes (Lyon, 1997). When word recognition isn’t automatic, reading isn’t fluent, and comprehension suffers.
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6.在学校之前发生了很多事情
在进入学校之前，学龄前儿童是强烈的，他们与他们在一年级中阅读方便的容易程度的关系。孩子们在上学之前学习的阅读成就的三个预测因素是：
- The ability to recognize and name letters of the alphabet
- General knowledge about print (understanding, for example, which is the front of the book and which is the back and how to turn the pages of a book)
- Awareness of phonemes (the sounds in words)
大声朗读建立了这种知识和技能。因此，随着孩子们朗读是父母和照顾者的最重要的活动，以便为孩子们学会阅读。（亚当斯，1990）。
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7. Learning to read is closely tied to learning to talk and listen
Fam公司ilies and caregivers need to talk and listen to young children in order to help them learn a lot of the skills they will need for reading. When a child says "cook" and her father says, “Would you like a cookie?” he is building her knowledge of vocabulary, sentence structure, syntax, and purposes for communication — all of which will help her become a reader in later years. When a caregiver sings rhymes and plays word games with the children she cares for, she is helping them recognize the sounds in words (phonemic awareness). Children with language, hearing, or speech problems need to be identified early so they can receive the help they need to prevent later reading difficulties.
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8.没有帮助，挣扎的读者继续挣扎
Many children learn to read by first grade regardless of the type of instruction they receive. The children who don’t learn, however, don’t seem able to catch up on their own.
More than 88 percent of children who have difficulty reading at the end of first-grade display similar difficulties at the end of fourth grade (Juel, 1988). And three-quarters of students who are poor readers in third grade will remain poor readers in high school (Shaywitz et al., 1997). These facts highlight the importance of providing a strong foundation for reading birth through age five.
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9. With help, struggling readers can succeed
For 85 to 90 percent of poor readers, prevention and early intervention programs can increase reading skills to average reading levels. These programs, however, need to combine instruction in phoneme awareness, phonics, spelling, reading fluency, and reading comprehension strategies, and must be provided by well-trained teachers (Lyon, 1997).
As many as two-thirds of reading-disabled children can become average or above-average readers if they are identified early and taught appropriately (Vellutino et al., 1996; Fletcher & Lyon, 1998). These facts underscore the value of having a highly trained teacher in every classroom.
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10. Teaching kids to read is a team effort
父母，教师，照顾者和社区成员必须认识到他们在帮助孩子学会阅读中的重要作用。该研究表明，什么家庭确实有所作为，教师确实有所作为，以及社区计划确实有所作为。现在是所有与孩子一起工作的人一起工作，以确保每个孩子都学会阅读。这是我们的共同责任。