How to learn to read? Reading is a skill that everyone should know how to do, but most people don’t.
It’s hard to learn this skill as an adult because you already have so much knowledge and experience built up in your mind.
This blog will teach you how to read quickly and easily without having to start from scratch like a child does. You’ll also be able to read any language with ease!
It is exciting to have the opportunity of moving from total illiteracy to being literate. However, before learning to read, it would be essential for one to learn the basic life-skills first.
To teach someone how to read is easy, but knowing how they think makes you aware of their lack of knowledge that causes them not to think in that way. This article is about the steps on how to learn reading.
Before learning how to read, one should know how they are going to start their journey by knowing what is out there for them. One needs to be awakened emotionally before being intellectually stimulated, so one must have an idea of what books are available for them.
For example, some books are for children while others may be only available to certain age groups.
Once an individual has started developing their interest in reading by looking through the books available, they would need help of someone who is already proficient/fluent in reading and writing. It can be someone like a younger brother or sister, or a mentor.
This is because it would be too overwhelming to start learning all the books with no idea on what to read next, and where to find more materials.
Then one can start exploring with things that are understandable for them, like magazines or comics so they can enjoy reading while slowly picking up new words and understanding them as time goes on.
The individual may then start to seek for more complex materials, like short stories or novels that were written for older audiences. When reading these materials, one would need to use a dictionary (if available).
For minimal assistance, looking up words in the dictionary can be used as well. One would also need to consult with someone who is proficient in the language about anything they do not understand.
As time goes by, one would start to explore more books and longer materials. Reading becomes much more enjoyable as well because now their ability level has increased and they can read at a faster pace without getting tired easily.
They may also start writing whatever that comes to mind as they read, allowing them to identify the effect of the words they choose.
One should not forget that it is okay to be still learning after reading for years or decades; there are different levels of readers and no one is expected to know everything about every topic. It would be pointless if one does not enjoy what they do, so reading should be for pleasure and learning.
One should not forget that it is okay to be still learning after reading for years or decades; there are different levels of readers and no one is expected to know everything about every topic. Reading should be enjoyable, so it should be for pleasure and learning (not knowledge).
Readers often assume that children learn to read in much the same way they acquire speech, but much evidence suggests that this isn’t the case. Language and literacy are different in many ways, beginning with how they are processed in the brain.
In speech, sound waves from a person’s vocal cords impinge directly on a listener’s eardrum. The orderly nature of the vibrations enables us to construct meaningful messages that depend on the ordered arrangement of sounds in words.
In contrast, printed language is based on written symbols for each spoken sound or phoneme. These abstract symbols, which bear no direct resemblance to the sounds they represent (the letter m looks nothing like the/m/sound), must be laboriously “decoded” by children in order to construct meaningful messages.
Systematic, explicit phonics instruction gives children the skills they need to become proficient readers. Phonics lessons are highly instructional and provide direct teaching of letter-sound relationships (phonemes), letter patterns (graphemes), and morphology (prefixes, suffixes, root words).
Children need to be given many examples of words that follow phonics rules and they need ample opportunities to practice decoding new words.
These lessons should be explicit , which means that children are taught exactly how letters represent sounds (e.g., the letter “b” makes the/b/sound) and sounds make up syllables (e.g., “ship” is one syllable).
Explicit phonics lessons also provide children with practice of decoding new words through the use of both real and nonsense word families.
Recently, a parent contacted me about her son. He was not yet in kindergarten and had mastered blending and segmenting written words, even though the school curriculum didn’t teach phonics explicitly.
I mentioned that many children learned to read successfully without instruction or practice with letter-sound correspondences, but she didn’t want to hear it. She was convinced that phonics is always essential for reading, and she didn’t understand why the school wasn’t teaching it.
I had a similar experience with a parent who asked me to meet with her son because he hadn’t learned to read at his elementary school. I explained that some kids learn literacy skills on their own, without formal instruction. She didn’t believe me. “…Every child needs to be taught!” she insisted.
When I told her about my experiences tutoring students who had not yet learned to read at age eight, ten, even twelve years old, but who were effortlessly fluent readers after one year of small-group instruction, she still considered it an anomaly.
They were the exceptions, not the rule. She didn’t accept any evidence to the contrary—not even data about large-scale studies or meta-analyses.
In order to draw attention to a single word or set of words, the reader must be able to ignore other meaningful elements in the text. In English, this is typically achieved through use of exophoric reference (e.g., by means of punctuation marks such as commas and hyphens).
When a text is translated into another language, however, such exophoric devices may not be available.
This may lead readers to attempt to integrate the target language elements semantically and syntactically with nonverbal context (e.g., by integrating a word into the sentence), which can cause significant comprehension deficits (Cain & Oakhill, 2005; Gibson et al., 2003). For example, in the sentence
It is inferred that the comma after “three” signifies an interruption. This disruption causes difficulty for some students who are reading in a second language because it makes them pause at that point to integrate with contextual information, whereas native speakers tend not to do so (e.g., Laufer & Daneman, 2001).
Another example of this phenomenon is the contextual integration strategy, where students use information from context to help identify and reuse cognates (e.g., Perea & Ponce de León, 2002).
Research in the past decades has shown that phonological awareness, or knowing how to sound out words, is a strong predictor of future reading skills. Therefore, researchers have been trying to find when children should be taught this skill.
A study published January 2014 in the journal “Annals of Dyslexia” hypothesized that “children who receive explicit and direct instruction at a younger age can achieve higher phonemic awareness scores than children receiving such knowledge later”.
The study conducted by the researchers Jana Iverson, Janet Dean and David Share focused on two groups of 13 year olds: One group that received instruction in phonological awareness and another group that did not.
The researchers used a testing method called “phonemic manipulation” to measure the children’s phonological awareness skills.
This test involved multiple trials of selecting two words from a group with similar beginning sounds, such as head and haddock. For each trial, the researchers recorded how many were correct.
The study’s results showed that the group of children that had received phonological awareness instruction in first grade outperformed the control group. The researchers concluded that early instruction in phonology is beneficial to reading skills.
Independent choice reading is a great way for students of all ages to practice what they’ve learned in school and work on their comprehension and fluency.
The independent choice reading model is a program that has students choose the book they want to read, and then work with a teacher or parent volunteer for thirty minutes per day to practice their reading.
This helps students find books they are interested in, as well as those who need more support because their reading level is lower. Independent choice reading can be done at home or in school, and really does bring the world of books to students who may never have:
This is just another way for students to demonstrate what they have learned, as well as apply new skills to their reading. Independent choice reading can give students a chance to try books, magazines, articles from newspapers, and even social media.
Learning to read can be daunting, but it doesn’t have to be. With the right tools and a little patience you will soon find yourself reading like your favorite authors!