Mini Module 9: Children are Born to Read

In every culture, children without serious impairments have the capacity to read and write. The development of literacy has its roots in a child’s earliest language development: the first “conversations” between the child and the adults in his or her life as the child is welcomed into the family and society. The development of language and literacy is inherently linked to physical and social emotional development. The adult-child interactions that create attachments and relationships, provide emotional security and grow self-esteem, and create expectations of success in school and life are necessary for cognitive growth and literacy.

The development of oral language is a universal process. Almost all children learn to talk, listen, communicate, and function in their society without any instruction, although all children don’t achieve equal proficiency. The research suggests that early-enhanced exposure to language results in greater ability than later exposure (Shonkoff, J. and Phillips, D., 2000).

Children are Born to Read

Earlier talking, reading, and writing is not necessarily better and efforts to accelerate may even have negative consequences on the psychological and social aspects of development.

Reading is an intellectual and social activity. Readers grow in families and communities that value the written word. Children become readers in a world that nurtures their physical, cognitive, and psychological development and reinforces and extends their innate capacity to learn spoken and written language. Literacy is the product of extensive and systematic interactions with printed words and high expectations for the child’s language development. Becoming a lifelong reader is the result of children living in families and attending programs and schools where they come to believe that reading and writing are as natural and integral to their lives as eating and drinking -- and just as enjoyable. Prior to real reading, children learn to want to read, that words and symbols can represent objects and actions, and to use symbols along with oral language to communicate. They can learn to recognize letters and words. Young children gain functional knowledge of the parts, products, and uses of the writing system and the ways in which reading and oral language activities complement each other and diverge from each other (Snow, et.al. 1998). But literacy -- reading and writing -- is not an automatic, natural process, like learning to speak. Some instruction is essential (Snow, et.al. 1998).

Resources:

Snow, C.E., Burns, M.S., & Griffin, P. (Eds.). Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press. 1998 Available online: http://books.nap.edu/html/prdyc/

Shonkoff, J. and Phillips, D. (eds) Neurons to Neighborhood: The Science of Early Childhood Development Washington, D.C.: National Academy Press, 2000 Available online: http://www.nap.edu/