OPINION | What can go wrong in the teaching of reading? - Helping a novice reader is so much more than teaching them the names of letters
, we have again been reminded of the shocking state of reading competence in our schools.
“Letter names” could even become obstructive when children begin to associate sounds with letters. In several studies at our university, we have found that learning to read requires, firstly, of a child to see/notice individual letters and learn which sound they represent — not their “names”. They begin to “see” written language differently and associate it with the sounds of their language — and then — ultimately, the words of their language. Understanding the meaning of the words which they can decode sets them on a road to reading sentences, to learn the meaning of more words and eventually to write their language and to read it with understanding.
Also, the “scripted lessons” provided for teaching beginner reading can be helpful or unhelpful. For inexperienced teachers, such lesson plans may be useful tools. Experienced teachers, though, often find that it restricts their teaching. An example of the complexities of teaching children to read is written up in the doctoral research of, who studied reading competence and the teaching of reading in a school where isiZulu is the medium of instruction. The children come from homes where isiZulu is spoken. In a random sample of 287 from 1198 foundation phase learners, she assessed their reading, using an instrument, to which The Reading Panel 23 also refers — the.
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