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Child Cognitively to ReadPreparing Your Child Cognitively to Read The ultimate goal of reading instruction is to enable children to understand what they read, so reading instruction has to be about more than simply matching letters and sounds -- it also has to be about connecting words and meaning. It is clear from research on emerging literacy that learning to read is a relatively lengthy process that begins very early in development and clearly before children enter formal schooling. Children who receive stimulating literacy experiences from birth onward appear to have an edge when it comes to vocabulary development, understanding the goals of reading, and developing an awareness of print and literacy concepts. Children who are read to frequently at very young ages become exposed in interesting and exciting ways to the sounds of our language, to the concept of rhyming, and to other word and language play activities that serve to provide the foundation for the development of phoneme awareness. As children are exposed to literacy activities at young ages, they begin to recognize and discriminate letters. Without a doubt, children who have learned to recognize and print most letters as preschoolers will have less to learn upon school entry. The learning of letter names is also important because the names of many letters contain the sounds they most often represent, thus orienting youngsters early to the alphabetic principle or how letters and sounds connect. The earlier you begin working on language with your child -- simply speaking to your child, reading to your child, and then listening and responding to your child's communications -- the better off your child will be when the time comes to learn to ready. Studies show a strong connection between early language development and reading. Language and reading require the same types of sound analysis. The better babies are at distinguishing the building blocks of speech at six months, the better they will be at more complex language skills at two and three years old, and the easier it will be for them at four and five years old to grasp the idea of how sounds link to letters. However preparing your child to become a reader needs to go beyond this to cognitive readiness.
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