Teaching reading in Foundation phase

If you are reading this, you must be about to start teaching your child, children or learners how to read. How daunting? Not at all! More like rewarding!!!

I am here to give you a little beginning information, guidance and pointers. So let's get right to it shall we...

Why is reading so important?

Reading is in our everyday life. We read simple things like road signs, labels, messages and advertisements. This is all made possible by the simple skill of reading and understanding what one is reading. This is a skill we are not born with... but we are indefinitely born with the ability to acquire this skill. Some of us may find it easier than others.

The overall goal for teaching reading is communication and understanding. By the end learners should acquire various skills such as phonemic and phonological awareness, fluency with text, a good vocabulary and comprehension.

Reading is vitally important as it allows one to receive messages, ideas, information and stories. It is more than decoding symbols into sounds and words – it conveys a message with meaning. This allows us to communicate with one another. Think about texting. This is an everyday exercise we do, be it via SMS or Whatsapp or which ever communication network you choose. We send text messages with meaning behind it. This can be arranging to meet up with a friend or telling your family important news that you just heard. All of these are messages with meaning. It is intended and important that the message is received and understood. Therefore, when teaching reading, we need to teach the learners the significance of reading and understanding what they have read.

When is a child actually ready to read? (CDC, 2017)

One of the most important aspects a teacher needs to identify or observe is the reading readiness of the child. Every child is unique and develops and learns at a different pace and way and this will impact the methods the teacher uses. Each child will also, surely, be ‘ready’ to learn how to read at different ages then? Yes, but there is also a general age where children can be classified as ‘ready’. This is usually around 6 years of age. There are certain skills the child should have by this age which indicate reading readiness.

These skills include:

· Print awareness: Child knows that words on paper carry meaning.

· Know their alphabet: The more letters a child can recognise and sound out, the readier they are.

· Listening and retelling: The child’s vocabulary is developed through listening and using the words heard.

· Phonological awareness: How sounds combine to make words.

· Motivation or interest to read: Child’s interest and desire to know how to read.

Once the teacher can identify these skills, one will know that child is ready to learn how to read.

What is our role, as teachers? (Anon., 2019)

It is our role as the teacher to inspire, motivate and encourage reading. We need to spark and interest in the child to make them want to read. We need to be passionate and have a positive attitude towards reading. Children look at us as examples therefore, we are in charge of making a difference and aiding in the success of the learners. Thus, us as teachers need to have good, sound pedagogical and content knowledge. This means that the teacher is in charge of passing on their knowledge and skills to the learners and using a variety of strategies to reach each child’s way of learning. The teacher also needs to provide a reading rich environment whereby the children feel more encouraged and comfortable to begin reading. This could be done by having word cards around the classroom and a reading corner with a variety of books that will cater for all the different, unique interests of the children. The children should be allowed to choose their own reading material or various other media in order to create a sense of control and self-power over the reading process. Teachers need to build children’s self-confidence and support the child especially during the early stages when a child is first learning to read. This can be done by providing texts that are appropriate to their level. Teachers should also provide a range of interesting, fun activities and games as well as social interactions to further increase the child’s positive associations with reading.

We should be, merely, a facilitator and mentor in the reading process rather than domineering. This allows for flexibility, freedom and individuality of the child.

The 6 Reading stages: (Bonfiglio, 2019)

There are six stages a child or learner go through when they are learning and developing the skill of reading. These stages are:

1. Emergent readers: This stage is usually from birth until 6 years old. At this stage a child will recognise letters from the alphabet but usually associate them with names. A child knows that books have a storyline and they will also try and write or draw out stories of their own.

2. Early readers: This stage occurs from age 6 -7 years old. Children at this age will begin using methods to decode words on a page by spelling them out or sounding them out. They will also begin understanding deeper messages to stories being read and they will start correcting their spelling.

3. Progressive readers: this stage also occurs between the ages 6 and 7. The child will read with fewer stumbles on words and sounding out words more efficiently. The child will also start seeing the sentence as a whole rather than sounding out each word which also brings better understanding of what they are reading. A child will also start predicting the end of stories.

4. Transitional readers: This stage usually covers the age group 7 – 8 year olds. This is usually the final stage where a child requires assistance or one’s presence next to them. Children will start reading silently to themselves. They will correct themselves and will start recognising punctuation marks. They will also start taking initiative in choosing books that interest them.

5. Fluent readers: Ages 8-14.

6. Advanced readers: Ages 14+

In foundation phase, the reading stage most children will reach is stage 4. This means that one should focus on children/learners reaching the, said, development stage skills. However, remember each child is unique and some will develop sooner and other's later, so don't freak out if a child hasn't developed each skill at the specific age group. Stage 5 and 6 will develop later on.

A few strategies or methods you can use to teach reading in Foundation Phase. (M Bester, 2015, pp. 109 -112)

So here are some of the different methods you can use when teaching reading. For me personally, I think integration and use of a few different strategies (without confusing the learners) is the best approach to meet all the learners different learning styles and needs. For more information on these methods, get yourself the amazing text book "Literacy in the Foundation Phase".

1. The phonic method

2. The alphabet method

3. The look-and-say method

4. The language experience method

5. The balanced approach * My personal favourite *

6. The whole language approach

Well I hope this has given you a slight boost towards successfully teaching your children or learners how to read. Remember to always make it fun, enjoyable and flexible.

References