Teaching Infants to Read

When Aleka Titzer was nine months old, her father showed her simple words, like “head”. teeth and arms. His father never said a word, he only showed him the written word and he did each task. At eighteen months, Aleka was then able to say all those words more than most. How is this possible? Father, Dr. Titzer explains, “Brain development is about 90% complete by age five” (Titzer). With proper access, a child can understand and produce his own language, as well as other languages.

There are many other stories and examples that reveal children’s talent for reading. Through the programs of Dr. Created by Titzer, in a video series called “Your Baby Can Read,” babies and toddlers learn to read words through repetition. Objectively, between the ages of nine months and up to twelve months, a child can see a word and either a sign or a point of the thing he is reading. By eighteen months, a child can speak a word by demonstrating that he understands the word. For example, one girl was shown the word cow and said “cow” and then said “moo”. Thus children not only know how to read words, but can relate things to real life. The only problem is that many of the words are difficult for children to understand. The words are not emphasized as they would be six syllables.

But there is a significant jump in years two and three. Many of the children who used this program were able to speak clearly with the words shown. The reading of the words was not a battle. These children could also read free picture books and the non-picture books were easily appreciated by eight hundred year olds.

Many people think that children start processing words and are ready to read when they are enrolled in Kindergarten. As Titzer said, the program begins long before that. Chomsky’s notion of the language-acquisition mechanism (LAD) is also a major divide; He illustrated the rules for children to generate complex syntactic structures long before formal training” (Hall 36). Chomsky also supported the idea of ​​innate grammar in his arguments. He believed that children are born with grammatical ability. This could be the reason why children can understand many words.

Dr. Titzer was discovered by Skinner’s program. It can be argued that words are memorized in chunks. Children can read words like “head”, “foot” and “ears” because they have been exposed to it at least hundreds of times. The discussion of words may simply be an act of memorization rather than cognitive recognition. However, Chomsky’s opinion can then be taken as soon as the child hits the age of two or three. Children from the series can read books in words they have never seen before. For example, a little girl named Emily about eighteen months appeared on one of the morning shows and hosted Ann. He wrote “Hello, Ann” on the paper. The boy was never asked to read Anna, but he did without hesitation. The same thing happened when the guest wrote the word “baby” in italics. The parents tried to argue that their child did not know cursive, but Emily read “child” without hesitation.

Further, the book is labeled with names such as “Hercules” and “MaClary” and “Potts”. He read all these things incoherently. He did not stop singing them. The reason behind this may be that when Emily learned her first words at an early age, she was innately innate in universal grammar, as Chomsky suggests, she could sound out and read other words easily using the rules of grammar. Then it can be argued that when a child enters school at the age of five and six, and we give him a list of words and tell him to make a sound, we are setting him up for failure. Should we explain it in terms of words and sounds, and then by innate grammatical rules we pronounce the linking word? It is possible that if you show and tell the child the words “pig” and “dog” and then “ball” and “boy”, so that when the word “apple” is shown, he might catch associate the repetitive nature of “og” and stress “b.

In home video, Emilia, aged seventeen months, can distinguish between “baby” and “infant” and “Read” and “to read. It is possible that baby Emily memorized “baby” and “babies” in separate chunks. It is very interesting to see if she can differentiate between “one baby” and “two or more babies.” know the plurals”.

In his book YourChild Development, Richard Lansdown describes the importance of auditory and visual content. children’s reading He says “Children can order to see print” (Lansdown 328). This is the reason why Dr. Titzer used it. In these videos, he introduces pictures, words and the child saying the word to teach the police the sight word. For this reason, formal education has difficulties in teaching children to read. At the age of five, many children already know what a dog is and what a coach is used for. When they were young, the boy taught that a soft dog is an animal with four legs that barks and has a wet nose. . So asking the boy to draw an old dog is simple. But he asked the child that he should not be able to read a word without a previous explanation. The written word is now a second language to the child for five years. It associates images and spoken-word”>first language. So the first sight of the word dog at age five is like an adult seeing the word Spanish It doesn’t matter if an adult can sound out a word if the adult doesn’t understand a single word.

I believe teaching a five-year-old to read is like five-year-old speaking Spanish and putting him in an English school. Yes, the Spanish boy will eventually pick up English, but there is a leap to reach the end. In Why Our Children Can’t Read, the editors present the example of “ytoxto hrusxz ub ldyyuos xtmo” and ask the adult reader what the twist is. They say “This is it: if you’ve been looking at this site for years, you shouldn’t have the slightest idea how to cook it. So why wait for the boy is he teaching himself to translate the English alphabet code, one of the most complex ever composed without instruction? But this is exactly what is happening in classrooms throughout the English-speaking world” (McGuinness 17-18).

This system seems to indicate that the child should be taught to read as soon as possible. However, another site states, “Finland has a literacy rate of 99.9%, but children don’t start reading until they are seven years old.” The problem with this statement is that it is true that Finnish students do not receive formal education until they are seven. It is likely that they already know how They are read at that time. Another article says, “One explanation of the success of the Finns is the love of reading. Parents of children receive a free gift package that includes a picture book. Some libraries are attached to shopping malls, and book bus travel > to more remote neighborhoods like a Humor truck” (Gamerman). The Finnish people introduce the leisurely habit of reading early in their homes. Children watch a lot of television, but unlike in the United States, Finnish television shows everything. They have an English image. Children, then, absorb the written word instead of the spoken word soon, as children do in the States.

It helps to see how television helps a Finnish child to read. For America, it is the opposite. Televisions, in the form of entertainment and even educational toys (i.e. Elmo), prevent children from reading. In the book, Amusing to Death, Postman makes a point that television entertains a child without really teaching him. So when a child enters formal education, if the teacher is not as entertaining as Sesame-Street, the child will find it difficult to tune out time to learn

The same concept applies to reading and watching television. Again, children’s first language is verbal and visual learning. After watching a lot of television, the child can make even deeper words. But once a written word is introduced it is as if a a foreign language is introduced. Because it is hard and not fun, the children sing immediately. This is also the reason why many children progress in their reading level way through the game. Average high school reading at Jr. It is a high or low level. Then a high school student is immediately presented with Thoreau’s Shakespeare, they automatically tune out because it’s too difficult and not entertaining.

Reading comprehension and grades are a huge issue in Americans today from kindergarten teachers to college institutions. This is because language is not fulfilled when the child is younger. To effectively care for illiterate America, parents and educators parents and educators need to expose children verbally, visually, and in writing. the first age It’s a bottom-up process, but it’s also a duplicate process. If babies understand the basics early on, they can reach the next level as toddlers.

But what a typical parent and educator does is teach this one thing early in the preparation and then in the bonding let’s try with a double process. For example, as a baby and a toddler, he teaches his child simple words, and to what purpose that simple word relates. they also teach how words can be put together. This is one process. Then, when the child enters school, he is taught a different method of unique processing, but he expects to be able to connect with his previous expression. The child must now see “dog” spelled out for the first time and is expected not only to say the word correctly, but also to abstract the concept and idea. Initiating the child in the written word while teaching the spoken word helps the child to the two-fold process that human minds were designed to create.

Finally, children can be taught to read and understand words. They can be trained in both “innate grammar” and Skinner-based methods of learning. Exposing babies and toddlers to words early helps them transition into formal education much easier.

Works Cited

Gamerman, Ellen. “What Makes Finnish Kids Smart? – WSJ.com.” Business News & Financial News – The Wall Street Journal – WSJ.com. 13 May 2009

Hall, Nigel, Joanne Larsen, and Jackie Marsh, eds. Records of early literate childhood. London: Sage Publications, 2003.

Lansdowne, Richard. Your Adolescence in Why our children can’t read, and what we can do about it the scientific revolution in reading New York: Free P, 1997.