Learning to Read: Research Literature, Case Study Analysis, and Teacher Support for Ruby's Development

This report explores the research literature about learning to read, analyzes a case study of a child named Ruby, and outlines how a teacher could support her development. It covers reading elements and their relationship with each other, social and cognitive process of reading, and appraises theories of the teaching of reading.

Assessment 1

Table of Contents
PART 1............................................................................................................................................3
Research Literature about learning to read..................................................................................3
Part 2................................................................................................................................................5
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.................................................................................................................................5
Part 3................................................................................................................................................7
Outline how teacher can support Ruby’s development ..................................................................7
Demonstrate the knowledge of reading elements and their relationship with each other ...........7
Social and cognitive process of reading.......................................................................................7
Appraise theories of the teaching of reading and how they inform practice................................8
References......................................................................................................................................10

PART 1
Research Literature about learning to read
The purpose of this report is to explore the research literature about learning to read, analyse
a case study of a child named Ruby and outline how a teacher could support her development.
Reading requires children to give meaning to what is printed. An individual is required to know
the different sounds of spoken language and be able to associate these sounds with written letters
to understand words. They need a deep background knowledge and vocabulary which will help
them in understanding the words they are reading. The purpose of this assessment is to develop
understanding on the reading concepts in relation to suggest development of ruby. 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 recognising the written word. 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. 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.
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
television.
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.
Big six theory
This model refers to the six major components necessary in the learning process of reading
and writing which determines the aspects of enhancing literary skills. In order to develop
effective learning skills for ruby, big six model is discussed below which explains the areas of
focus for bringing improvement.
Phonemic awareness: It refers to the ability of identifying that a word that is being spoken
consists of various discrete sounds. It is important for ruby to develop this ability for better
understanding of language and literature. Teaching this aspect would help ruby in recognizing
printed word and will improve her ability to spell words correctly.
Phonics instruction: It refers to the element of learning which is associated with teaching
children that particular sounds belong to particular letters and their patterns (Schmitt and et.al.,
2018). Teaching phonics instruction will help ruby in recognizing the sound of letters and their
patterns in the words that she will read. It helps children in decoding the words and helps in
improving fluency of speaking and ruby would be able to read with ease. This element of big six
helps in effective pronunciation and thus develops better understanding.

Vocabulary: It refers to the knowledge of various words and their meanings which improves
communication as well as writing skills of a child. Teaching vocabulary will help ruby in better
formulation of sentences as well as helps in improvement of comprehension. Moreover, through
focusing upon vocabulary, ruby would be able to understand her books and readings better.
Fluency: It refers to a child's ability to read and speak with clarity and effortlessly
communicating while maintaining high level of accuracy and understanding. Ruby is shy and
hesitate in speaking and reading and thus fluency is very important for her effective learning
process. Through combining and integrating all the three above stated elements, a child would be
able to improve their fluency which enhance their reading and speaking abilities.
Comprehension: It refers to the ability of a child to actually understand what they are reading.
Improving and focusing upon comprehension abilities is very important for effective learning
process of ruby (Morton, 2022). It decides the scope of learning and is crucial for overall
development of children in learning new concept and their subject matter.
Writing: It refers to the process of generating content on paper or any screen which defined the
ability of a child to form sentences with correct usage of punctuation. For constructive learning
process of a ruby, teaching writing skills is very significant as it will help in checking her
knowledge and helps in determining whether she is able to effectively narrate her knowledge.
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
The performance of ruby during her foundation year shows outcomes below satisfactory level as
she did not perform up to the mark. After analyzing the case study, it is found that Ruby is a little
bit shy and lacks 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 which implies that she
understands different concepts like title, font, author of books. In addition to this, she knows

where reading begins are is familiar with the elements of punctuation. 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). She can communicate well with
peers and others but she faces difficulties when it comes to certain sentences.
Learning opportunities include ample growth opportunities so that the learners can grow and
succeed efficiently (Treiman, 2017). Ruby is required to develop various skills and abilities in
order to improve her reading and communication. The elements of big six theory are important to
consider for effective learning process of Ruby. To enhance learning, there is a requirement to
organize training & development activities. For ruby's effective skill development, the big six
theory is highly significant. Reading aloud can help ruby to improve her phonics awareness as
well as phonics instruction. Apart from this, online learning sessions also need to arrange for
Ruby so that she can learn from visuals (Wang, 2020). Visuals refers to the set of pictures and
videos that can be used for better learning of sentences. The knowledge of words can be
improved with the help of graphics telling the meaning of written words in forms of picture. 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 such as she, some, have, little,my,
like, do, said etc(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 ruby.
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. Through obtaining more data about her habits, it would be
possible to analyse the techniques through which her learning could be enhanced. Her readings
could be improved through engaging her reading books of her interests.
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.
Oral language: Oral communication is known as the participative skill to maintain significant
social communication. These skills are participative for maintaining effective communication. In
context of RUBY, she is little shy and has lack of confidence. However, she used to
communicate with her peers and teachers clearly. As per the literacy learning progression, she
can retell the experiences related to events & experiences.

Phonological awareness: This awareness refers of an individual to work with sounds in terms of
spoken language, decoding, blending and more. Manipulation of words and decoding of syallbus
develop reading skills by maintaining association with readable words along with new learned
words from words of familiar sounds. As per the data, ruby was good at phonological awareness.
Due to this knowledge, she was able to score good in phonological awareness test.
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 which could be helpful for the teacher
in improving development of ruby (Emmitt et.al., 2014). 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. The
teacher must focus upon these skills through practicing alphabets and read them aloud so that
ruby could learn how to identify sounds (Gibbon s, 2009)
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 et. al., 2017). For effective learning process, ruby is required to identify her
personal strengths and her teacher must support her by using her strengths in order to overcome
her weaknesses (Christie, 2012).

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