Easing children into self-learning

Each period of history is defined by the tools invented in it and the way in which they were used. The yet recent transition into a new century is a good time to define how learning, and perhaps the learner, has changed. The wonder communication medium that is the internet has expanded access to information, removing teacher and student dependency on a limited range of information sources. Education is no longer bound by the limits of the teacher, textbook, or reference books in the school library. It is limited only by the students interest and ability to read proficiently.Therefore, in the new millennium, parents, teachers, would-be-teachers, all have a vital duty to thoroughly teach the art of reading, the fundamental skill which is the passport to all learning. With the existing ‘skills and drills rote type of teaching and learning environments persisting in the great majority of schools, the ability to read proficiently will ease the entry of children into the world of self-learning that is emerging with advances in technology and the dawning of a new information age. Beyond that, the ability to read quickly with understanding is an invaluable skill which once mastered, can be a source of great enjoyment and continuous learning in adulthood. In the circumstances, it may be useful to discuss some strategies that parents and teachers can adopt to develop reading proficiency in young children just entering the world of the printed word. Theories and methodologies regarding the process of reading continue to evolve and change. However there is unanimity among educationists that practice is of prime importance to any reading development programme. Differentiated reading strategies (phonics vs. look-n-say) are all important as children have differing learning styles, and therefore may benefit selectively from one or both methodologies. Therefore any good reading programme must address both strategies. Sight reading (look-n-say) involves the learning of new words and imprinting them upon the long-term memory of pupils. The belief of this pedagogy is that words, like pictures, are symbols. If a child can see a picture of a ball and say ‘ball, he can also recognise the written word ‘ball. This process develops the visual recognition of words that children need to learn to become fluent readers. Selecting appropriate books and making the stories within them exciting is of prime importance to stimulate early reading habits. Therefore, choose a story that you like and that you can ‘hear yourself reading and practice reading in front of a mirror, including the technique of holding the book at an angle to enable your pupil to see illustrations all the time. Moreover, its advisable to evaluate authors choice of words, consider why a particular word has been chosen, and use this understanding to dictate the timbre of voice, expression and energy you will use while reading. Voice can be modulated according to the text. Therefore the readers can whisper if the characters do, speed up if someone is in a hurry, shout out loud when a ghost says ‘boo,…