How do we learn to read?

Before reading Lenses on Reading I never gave much thought to how we learn to read. It became apparent that as more readers emerged in society, more thought was given to not only how we learn to read, but to why some readers are better others. The reasons why some (students) are better readers have to do with an overabundance of circumstances, for which theorist have tried to provide us with explanations. While I found the numberous explanations mesmerizing, I found that my first year's class experience, as a Resource Pull-out teacher, provided me with personal anecdotes that related to most of the theories advanced in the reading.

Most releveant to me were the theories based on the principles of Constructivism, which linked to the earlier theories Mental Discipline, Associationism, and Unfoldment. Accessing and building on prior knowledge was just one method I experienced success with. In addition, I saw the relationship between home literacy influence where the students with strong parental support and influence proved to be the most successful students in the class. All of my students were male, Hispanic, and from homes where travel to outside communities were not unusual. This made my instruction easier because I had similar background information to access for additional learning.

I also noted that the attitude of the most influential parten had an effect on the willingness to learn by the student. One student whose father was a construction worker had informed his son (my weakest reader) that he could get a job as a construction worker when he finished school. Presently he was in the 4th grade. This was his reason for not trying to do better and it also affected his attention span. His mother, on the other hadnd was a LPN. Because he was a stepchild in a second marriage, he spent the weekends withhis natural father doing "guy" things - not homework.

Then in direct contrast there was another male student who was being tutored by his natural father. This child was my most studious learner. He took every lesson seriously and also consistently did his homework. He connected his vocabualary to his writing without being constantly reminded. My concerns developed when I noticed he would cry anytime he got a wrong answer, or if I had to make some corrections to his writing task. This was solved after having a conversation with his parents. I brought this behavior to their attention and assured them that any mistakes made would become a learning experience for him, similar to what he would undergo in real life. This studen developed the willingness to share his work with others (mistakes and all). He became proud of his work and could see, through the corrections made, his own advancement. Bassically what I was saying to his parents was that he would construct information from his mistakes. I encoureage them to supervise him, but with a lighter touch.

Thes two personal experiences are at the opposite end of my teaching success pendulum. In between there are others in which I experienced evidence of all theories mentioned in Lenses. In all this discussion on how we learn to read, I also found it interesting to read the different theories on when children should start reading. I was a victim of the earlier theory of Maturation. Fortunately I came from a family of readers, I always had my own books, I was read to by both parents and I lived in a home were there was a bookcase - as a result I did not suffer too greatly from the delay posed by theorist. My family was awar of the Maturation principle because we had aunts in the fam ily who were teacher and my parents were active in school activities. Now I am priviledge to help my four year old nephew learn to read. He expressed the desire to learn.