Have you ever considered what we do when we read?
For many of us, reading has become such a natural and intuitive process that we rarely stop to marvel at the way we are able to make meaning from print or to question how one learns to read.
Although we know that we once weren’t readers, few can remember how we actually made the transition from being a non-reader to being able to read and have been doing it for so long now that it seems we always could.
Some adult readers have recollections of various instructional methods that were used in school and attempt to engage their own learner readers in similar tasks.
The recognition that some of the instructional methods did, and still do, equip readers with some tools for reading, does not imply that the use of these methods was the catalyst for learning to read. While they may have contributed to the development of reading, there are other influencing factors.
Many children learn to read despite the instructional methods, and many others don’t read using them and, in fact, remain non-readers because of them.
What is reading?
Reading is more than simply translating letters and words to sound. Reading involves thinking. It is a process of getting meaning from print.
Continue reading: readilearn: What do we do when we read?