Kitanova, Irena (2015) Learning reading in the lower grades. Teacher, International Јournal of Еducation, 8. pp. 108-110. ISSN 1857-8888
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Abstract
Reading begins to develop when the child begins to receive systematic training. The root of this capability is in preschool when the child first attempts to identify images in the picture book. After this the skill of reading is introduced: naming objects, recognition of letters, words and sentences. Some studies suggest that regular reading to children, with informal discussion about reading is the most important factor to encourage reading skills.
During the learning of reading the necessity of an active approach to this process is emphasized. Students should develop incentives for reading, and this among the other things provides attractive material, interesting activities, attractive visual design, storytelling ... Through familiar social situations and visual language experience (traffic signs, names, inscriptions) children experience is activated and they insist on doing cognitive skills such as classification, sequencing and searching of relevant schemes. The attention is directed to met language references (eg, line, page, article,...), and directing the children to everything that belongs to reading and writing. When providing help in the reading process the attention is directed to help the children themselves to reveal the meaning of the word by the context or illustrations. The aim of this approach is less reliance on mechanical task of decoding letters and more language the experience of children.
Keywords: reading, children, education, writing, teacher.
| Item Type: | Article |
|---|---|
| Subjects: | Social Sciences > Educational sciences |
| Divisions: | Faculty of Educational Science |
| Depositing User: | Irena Kitanova |
| Date Deposited: | 26 Jun 2015 08:40 |
| Last Modified: | 26 Jun 2015 08:40 |
| URI: | https://eprints.ugd.edu.mk/id/eprint/13434 |
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