Reading and Early Intervention

Article by Lynne Marshall

In my experience teaching children to read has been highly beneficial through early intervention by discovery and play.

We all know that children learn in different ways and at different stages.  When teaching a child to read in Grade R each child will integrate the information differently when learnt through his/her senses.  This learning needs to involve repetition in creative ways to foster interest, move the targeted learning process from an abstract to a concrete concept and maintain the child’s involvement.  A letter ‘a’ is very abstract to a young child and when seen, heard, and manipulated many times, the child gains information that will assist reading and writing in Grade 1.

This repetition needs to continue throughout the junior primary phase.  Developing knowledge about sounds and letters through visual and auditory skills will foster a firm reading foundation.

The most important component is having fun while learning.  When a child experiences fun in learning, their confidence increases and they want to read more and the more they read the better they become at reading.