Learning to Read: Research Literature, Case Study Analysis, and Teacher Support

This report discusses the research literature about learning to read, analyzes a case study of a young reader named Ruby, and outlines how teachers can support her development. It also covers reading elements and their relationship with each other, social and cognitive processes of reading, and theories of teaching reading. The report provides expert guidance for teachers and students alike.

Assessment 1

Table of Contents
PART 1.......................................................................................................................................................3
Research Literature about learning to read..............................................................................................3
Part 2...........................................................................................................................................................4
Analyze the case study along with data set & information that has been provided about a young reader,
Ruby. Explain the information in relation to the analysis of about learning to read analysis...................4
Part 3...........................................................................................................................................................6
Outline how teacher can support Ruby’s development................................................................................6
Demonstrate the knowledge of reading elements and their relationship with each other.........................6
Social and cognitive process of reading...................................................................................................6
Appraise theories of the teaching of reading and how they inform practice............................................7
References...................................................................................................................................................9

PART 1
Research Literature about learning to read
Reading starts from the brain like other visual stimulation. The general visual areas of the brain
then quickly move to another area which is related to recognizing the written word. This area of
the brain is called as letterbox as the entire knowledge. Further, there is an explosion of different
activities in two brain networks; one which includes the meaning of words, and the another is a
concern with the pronunciation of words. When students go to school first time, they have to deal
with a sophisticated system of spoken language. In addition to this, the visual system is also
sophisticated but there is a requirement to create an interface with the visual word area to the
brain’s letterbox (Bryant, 2017). Certain areas in the brain are shared between spoken language
and written language. These areas are likely to present there in mind during childhood. Everyone
has a particular way to learn new things. For this purpose, firstly, it is crucial to activate the
letterbox area. If this area is not active, people found it difficult to read. It is analyzed that every
person has a certain mechanism as per which their brain is likely to work. In this context, there is
no significant diversity in different cultures (Dehaene Stanislas (2010). To learn the concept
faster, there is a requirement to modify the internal chemical system of the brain. It is a system
that is helpful to paying attention and also sensitive to rewards. The behavior of a children can be
reinforced positively by offering them necessary rewards. Additionally, proper sleep is also
highly important to make the overall learning a better experience. It is monitored that sleep is an
essential component of learning. From various studies, it has been found that giving proper sleep
to children is a crucial way to help them in learning new & evolving concepts.
As per the viewpoint of ANDREW, (2003), vocabulary plays a crucial role in overall learning. It
is recognized as a strong determinant of reading success. Apart from the significance of
vocabulary knowledge, there is limited information is available regarding effective vocabulary
strategies in respect of relative methods which have been designed to facilitate vocabulary
growth among children (Adesope & et. al., 2017). Vocabulary knowledge of children is
influenced by several elements which might be informal elements like parental interaction and
other such sources like T.V. and more.

As per the viewpoint of Castles & et. al., (2018), learning to read efficiently transforms lives.
The main basis for the acquisition of knowledge for enhancing cultural engagement, democracy,
and success in the workplace is reading. It is s analyzed that there is a significant public interest
in how children are taught. There is huge literature is present on reading development which
provides significant information regarding the overall learning process (Fischer & et. al., 2019).
It is monitored that parental level education plays an important role in the linguistic development
of children (Singh & Thurman, 2019). There is a strong link between socioeconomic status and
child direct speech. It is possible to gather information from children via a questionnaire. For this
purpose, open-ended and close-ended questions can be asked the students. Here, asking
questions is a better and more effective way to gather information from the students in an
efficient manner. It is found that reading is an important way of learning (Czerniewska, 2020).
By facilitating reading one can easily increase the learning potential of the students significantly.
Part 2
Analyze the case study along with data set & information that has been provided about a young
reader, Ruby. Explain the information in relation to the analysis of about learning to read
analysis
Ruby has been finished her foundation year at below satisfaction level. In other words, she did
not perform up to the mark. After analyzing the case study, it is found that Ruby is a little bit shy
and has lack confidence. However, she can communicate well with peers and in small groups. In
addition, she can respond properly in groups. She can easily communicate the experience that
she has been gathered during the events. Out of the available information from a data set, it
is found that Ruby has a good understanding of print. Additionally, she understands different
concepts like title, font, author of books, and more. In addition to this, she knows reading. She
knows where the reading begins and where the punctuation should be added. She also has
sufficient knowledge of how texts are written and organized. Ruby is well-versed with the
sentences and spaces in between texts (Hovious, Shinas & Harper, 2021). However, she can
communicate well with peers and others. But she also faces difficulties when it comes to certain
sentences.

Learning opportunities include ample growth opportunities so that the learners can grow &
succeed efficiently (Treiman, 2017). According to her age, she is doing well. However, she is a
little bit shy and afraid to communicate in large groups. But she can easily respond to a small
group of people. There are several opportunities for learning and growth in the given situation.
To enhance learning, there is a requirement to organize training & development activities. This
training will help in improving my communication skills with Ruby. It will help in minimizing
the hesitation of Ruby so that she will be able to communicate with peers and other members
effectively. Apart from this, online learning sessions also need to arrange for Ruby so that she
can learn from visuals (Wang, 2020). Through visuals, it is possible to make the overall learning
experience better & effective. From the data set, it is found that Ruby is facing a little bit of
difficulty with certain words (Pesco & Gagné, A. 2017). Therefore, it is imperative to improve
her vocabulary. For this purpose, different sessions need to be arranged which will prove helpful
in enhancing the vocabulary knowledge of the female.
To make the overall study more significant, there is a requirement to gather more information
from Ruby. Here, it is important to get the data regarding her reading habits, preferences. Getting
this information will help in preparing significant strategies to generate learning opportunities for
Ruby (Zinoviev, 2018). Through this, it is possible to improve the learning experience of Ruby
so that improvements can be made.
After analyzing the above-mentioned information, it is analyzed that learning to read is an
important concept. It is about developing knowledge within two critical areas reading each word
in the form of text and comprehending the meaning of texts efficiently. It is analyzed that
learning to read is a crucial concept that helps transform lives. To increase the overall learning
experience of the students, it is highly important to undertake different activities efficiently.
Learning to read efficiently transforms lives. The main basis for the acquisition of knowledge for
enhancing cultural engagement, democracy, and success in the workplace is reading. It is s
analyzed that there is a significant public interest in how children are taught. With the help of the
presence of learning to read the concept, it is possible to increase the knowledge and skills of the
students in an efficient manner.

Part 3
Outline how teacher can support Ruby’s development
Demonstrate the knowledge of reading elements and their relationship with each other
Social and cognitive process of reading
Teachers can easily contribute in improving the knowledgebase of Ruby by introducing
social and cognitive process of reading. Basically, social cognitive involves perceiving the
thought process of other people in order to know what they are thinking about the people and the
other things present across the world (Spiro, Bruce & Brewer, 2017). In other words, it is a
mental process of remembering, thinking about and attending to the other people in social world.
It is analyzed that Ruby is facing difficulty in terms of maintaining proper communication with
large group of people. Through cognitive process, it is possible to develop basic skills such as
memory, organizing information, following instructions and more. For this purpose, mental
processing model is used to show external and internal stimuli is the most important component
of reading (Yang, 2017). These components need to organize from left to right in sequential
order. These activities can be grouped together to make the overall process of learning more
effective.

In the respective model, there is significant role of memory as it included receiving,
perceiving and thinking process when incoming sensory input is compared to last patterns (Polat,
2018).
Appraise theories of the teaching of reading and how they inform practice
There are ample theories that can be used in the field of teaching and reading. These theories are
related to the development of social and cognitive skills. In this context, different types of
teaching practice that can be used in the current context are mentioned below:
Cognitive Knowledge skills: Here, the teacher puts effort to develop phonological awareness,
and other such abilities among the students (Robeck & Wallace, 2017). In the given scenario, the
teacher will put the effort to develop phonic, decoding cues, concepts of print, and more. By
developing such skills, it is possible to ensure the growth of the students in the future period of
time.
Culture social capitals: The teachers are required to develop necessary reading practices in terms
of developing various skills such as home practices, values, beliefs, texts, resources, and more. In

addition to this, it is related to the development of ideas, experience, activities, and more
(Stockwell, 2020).
Personal and social identity: A teacher is responsible to develop a personal and social identity in
terms of various skills and capabilities like friendship, view of self as a reader, entitlement, and
so on (Breit‐Smith and et. al., 2017).

References
Books and journals
Dehaene Stanislas (2010).Learning to Readin Learning to read.by Dehaene, Stanislas.NewYork
PenguinBooksch. 5pp. 195 – 233
Ellis, S., & Rowe, A. (2020). Literacy, social justice and inclusion: a large‐scale design
experiment to narrow the attainment gap linked to poverty. Support for Learning, 35(4),
418-439.
Robeck, M. C., & Wallace, R. R. (2017). The psychology of reading: An interdisciplinary
approach. Routledge.
Rouet, J. F., Britt, M. A., & Durik, A. M. (2017). RESOLV: Readers' representation of reading
contexts and tasks. Educational Psychologist, 52(3), 200-215.
Spiro, R. J., Bruce, B. C., & Brewer, W. F. (Eds.). (2017). Theoretical issues in reading
comprehension: Perspectives from cognitive psychology, linguistics, artificial
intelligence and education (Vol. 11). Routledge.
Bryant, P., (2017). Phonological skills and learning to read and write. In Acquisition of reading
skills (pp. 51-69). Routledge.
Czerniewska, P., 2020. Learning to read and write in English. In Learning English (pp. 79-116).
Routledge.
Treiman, R., (2017). The role of intrasyllabic units in learning to read and spell. In Reading
acquisition (pp. 65-106). Routledge.
Al Mahmud, A. & Soysa, A.I., (2020). POMA: A tangible user interface to improve social and
cognitive skills of Sri Lankan children with ASD. International Journal of Human-
Computer Studies, 144, p.102486.

Kulic and et. al., 2019. Social background and children's cognitive skills: The role of early
childhood education and care in a cross-national perspective. Annual Review of
Sociology, 45, pp.557-579. Kulic, N., Skopek, J., Triventi, M. and Blossfeld, H.P., 2019.
Social background and children's cognitive skills: The role of early childhood education
and care in a cross-national perspective. Annual Review of Sociology, 45, pp.557-579.
Ibañez-Mejia, M. and Tissot, F.L., 2021. Reading the isotopic code of heavy elements. Elements:
An International Magazine of Mineralogy, Geochemistry, and Petrology, 17(6), pp.379-
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Kucirkova, & et. al., (2021). An empirical investigation of parent-child shared reading of digital
personalized books. International Journal of Educational Research, 105, 101710.
Bates, B., (2019). Learning Theories Simplified:... and how to apply them to teaching. Sage.
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BIEMILLER, ANDREW (2003)VOCABULARY: NEEDED IF MORE CHILDREN ARE TO
READ WELLReadingpsychologyInforma UK Ltd24(3-4)pp. 323 - 335
Castles, Anne ;Rastle, Kathleen ; Nation, Kate (2018)Ending the Reading Wars : Reading
Acquisition From Novice to ExpertPsychological science in the public interestLos
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Adesope & et. al., (2017). Comparative effects of computer-based concept maps, refutational
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Hwang, G. J., Lee, H. Y., & Chen, C. H. (2019). Lessons learned from integrating concept
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Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic
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Fischer & et. al., (2019). Assessing the effectiveness of using mechanistic concept maps in case-
based collaborative learning. Academic Medicine, 94(2), 208-212.
Hovious, A., Shinas, V. H., & Harper, I. (2021). The compelling nature of transmedia
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Pesco, D., & Gagné, A. (2017). Scaffolding narrative skills: A meta-analysis of instruction in
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Wang, Y. (2020). “It Broadens Our Horizon”: English Learners Learn Through Global Literature
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