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

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.