The reading skills required to learn how to read easily and well might be taught from birth. Reading is really a complex process. It calls for the ability to attend to details or attention; concentrate; focus the eyes for the letters and see the usually subtle differences between them or visual discrimination; give attention to and listen to the subtle variations in the sounds or auditory discrimination; repeat the sounds or articulation; recall the connection between the sounds and symbols or lasting memory; can remember the sequence of sounds and repeat them or short-term auditory and visual sequential memory.

Without these sub skills or pre-reading skills or maybe if there’s a deficit in any ones, problems with reading can occur. Fortunately, these skills are normally developed through play activities and being inspired to draw, paint and focus books throughout early life. Theories from the causes of dyslexia highlight difficulty with these being possible causes or contributory factors to children being dyslexic. The teaching of reading necessitates integration of various methods for learning. Over the years the phonics versus look and say methods of teaching reading continues to be hotly debated. The simplest way of teaching a child to learn is usually to start looking on the individual needs and preferences from the child and also to utilize a balanced and integrated ‘eclectic’ method of teaching reading.

You will find six factors which greatly influence a chance to read well. Learning to read well is closely connected to;- overall intelligence, visual ability, auditory ability, language ability (spoken and received language), physical factors like illnesses, environmental provision such as material provisions -books, games, toys etc, emotional factors such as relationship with parents, teachers, motivation and a higher level self -esteem. How to teach a child to read is extremely closely connected to talking and listening. Children who are spoke with and hear as small children develop better vocabulary and so are better at reading and comprehension in later life. Kids speech and language difficulties are more likely to be identified and given help sooner. 1 in 5 children leave primary school can not read beyond an elementary level.

Worldwide, literacy levels really are a problem. Those who can’t read or who can’t read beyond an elementary functional level number 5.2 million in britain. What a child learns before each goes to high school ay five matters more to reading compared to what happens next age.A persons brain develops and learns most prior to day of five just what exactly happens in the home before school age is most significant. The commonest cause of reading problems is children cannot sound out words. Difficulties in decoding and recognizing language is at the bottom of many reading problems. When word decoding isn’t automatic, fluency and comprehension suffer. Teaching methods using phonics is important to the reading programme.

Without intervention, late readers won’t improve.There was a study in America which established that 85% of poor readers in the third grade remained as poor readers when they entered secondary school. It is essential to aid when complaints are identified. With help, slow started can achieve reading. Another American study established that with early intervention as well as the right help, two thirds of poor readers may become average or more average readers. If you set a good example your son or daughter will succeed at reading. Do you read? Children ‘role model’ on their own adults they care about. If you show the value and importance you place on reading, your kids will follow.
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