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Development of a second language also improves proficiency in the student's first language. [99] Likewise, students who receive access to a spoken language early on through technology such as cochlear implants have been found to develop literacy skills at much more fluent levels than deaf students without cochlear implantation. [11]
Reading different types of texts requires the use of different reading strategies and approaches. Making reading an active, observable process can be very beneficial to struggling readers. A good reader interacts with the text in order to develop an understanding of the information before them.
In Downing's model, the result of the [0.0] - Cognitive Processes of the child learning to read would fall into a spectrum of outcomes between either the child attaining cognitive clarity and becoming a fluent reader, or staying in a state of cognitive confusion and failing to learn to read. [17]
But it’s worth finding the niches that get you excited, at least to get into the habit. "You almost have to develop a reading stamina (for those)," Zang says. "Then, you can just keep reading." ...
Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.
The reading rope is a visualization of the simple view published by psychologist Hollis Scarborough in 2001, showing the interactivity of decoding and language comprehension (and their sub-components) in producing fluent reading comprehension. [16]
Emergent literacy is a term that is used to explain a child's knowledge of reading and writing skills before they learn how to read and write words. [1] It signals a belief that, in literate society, young children—even one- and two-year-olds—are in the process of becoming literate. [2]
In fact, fluent adult readers miscue (or read something other than what the text says) 20–40% of the time. Reading in this way, as all fluent readers do, allows for efficient reading. Effective reading involves the ability to self-monitor and apply strategies such as phonics, looking at pictures, skipping words, or using synonym substitutions ...
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