Theories and Pedagogies for Teaching Young Children to Read

This report explores the key theories and pedagogies for teaching young children to read, including literacy development, oral language, phonemic awareness, vocabulary, comprehension, and fluency. It discusses the importance of these factors in children's learning and growth, and how they can be applied in practice to support children's development. The report also covers various development theories that play a vital role in the development of care and support for children.

The theories and pedagogies for teaching
young children to read

Table of Contents
INTRODUCTION...........................................................................................................................1
MAIN BODY...................................................................................................................................1
Literacy development theories...............................................................................................1
Key research...........................................................................................................................2
Oral language..........................................................................................................................2
Phonemic awareness...............................................................................................................3
Vocabulary.............................................................................................................................3
Comprehension.......................................................................................................................4
Fluency...................................................................................................................................4
CONCLUSION................................................................................................................................5
REFERENCES................................................................................................................................6

INTRODUCTION
Children usually learn in a variety of ways which are described by the theories and concept
that is associated with pedagogy (Cook and at. al., 2019). In addition, there are various
pedagogical approaches are also analyzed which may provide an understanding that is
constructivist, collaborative, integrative, reflective and inquiry-based learning. More
significantly, it allows the create understanding that the principle, practice, and professional of
teaching is referred to as the principle method of instruction that the teacher use with the student.
Teaching and learning are referring as universal experiences (Chu et. al., 2021). In this, everyone
goes to school and learns more or less which is dependent on the cognitive behavior of children.
In this report, the discussion is made on children's process of learning and various theories are
usually covered that is responsible for the teaching and learning of children in term of pedagogy.
The discussion includes the importance of oral language and home education with proper
teaching phonological factor that include awareness, phonics, comprehension, and fluency (Cook
et. al., 2019).
MAIN BODY
Literacy development theories
In addition to this, there are some development theories counted which are used for the
development of children that allow the teacher or mentor to use such theories and take positive
note of the development and growth of children in respective ways. As per this, the theories of
development usually play a vital role in the development of care and support for children for
their development inappropriate manner (Knijnik, Spaaij, and Jeanes, 2019). Moreover, it is well
analyzed that the study helps to foster the growth and development of children with the help of
theories such as Behaviourism, Psycholinguistics, Transactional, Critical (Chu and et. al., 2021).
These above-listed development theories usually play vital in the development of care and
support for the children in the aspect of learning and gaining the proper knowledge. In addition,
it is well analyzed that study of such theories which follow the development aspect provides a
wide range of support that covers all aspects of children's development and growth (Culyer,
Jatulis, Cannistraci, and Brownell, 2018). The theory of behaviors allows the children to get a
better understanding of what is related to social groups and communities. Moreover, the other
1

theories allow the children to grow in a respective way that raises learning as well (Collins, and
España, 2019).
Key research
Theories in education which is showing that did not earnest until the early 20th century but
it is also showing that they are about human learning and teaching. It is also referring to the
human condition to crave knowledge (Greenhow, Lewin, and Staudt Willet, 2021). Therefore,
consequence numerous scientists, psychologists, and thought leaders have devoted their careers
to make the study learning theories. They also used to focus on how children usually take steps
in optimizing the learning process. It is referring to the reason that teachers in college and
education usually set programs for the children's development to learn their home language. The
knowledge foundation of learning significantly develops the cognitive function that is important
for all educators to be effective instruction in the classroom (Greenhow et. al., 2021).
Oral language
For children, it is difficult to learn to read. In term of oral language with reference to
theories such as Behaviourism, Psycholinguistics, Transactional and Critical theories which is
well used to teach children about reading. Oral language is frequently used by children. As per
this, the home language is technically used by children for interaction and communication with
people (Kearney, Burden, and Schuck, 2019).
Behaviourism theory: The theory of behaviourism supports the new idea which is adopted
through new behaviour with interaction in environment. Such context refers to learning for
children order to read with environment (Vieira, 2020).
Psycholinguistics theory: This theory promotes oral language because it acts as central approach
it has specific rules that enable to child to develop ability of learning on biological way that
promote learning to read among child.
Transactional theory: In reference to oral language, the transactional support the oral language
that must be enhance because understanding towards the text and reader enable flow in their
language (Lewin, Cranmer, and McNicol, 2018).
Critical theories: It usually helpful in order to promote the functional aspect such they provide
detailed analysis for real world circumstance. As per this, it is helpful to shift aim and delivery of
education to enable cultural as well as social transformation through progressive node. The oral
language is also a part of social transition.
2

Phonemic awareness
Phonemic awareness is referring as the ability to determine and manipulate individual sound
(Phonemes) in spoken words. For example, that show the being able to determine words that
show the rhyme, counting of syllables in names, recognising alliteration, and determine the
syllables in the words.
Behaviourism theory: In reference to phonemic, behaviourism children as young as two years
old which is begin with ability to hear and manipulate words by rhyming. As per this, they add to
show their understanding of phoneme or individual sound in speech.
Psycholinguistics theory: In the phonemic awareness, Psycholinguistic theory that help to
explain that show the mental process that occur in human brain during a person that produce and
used to perceive (Walsh, McGuinness, and Sproule, 2019).
Transactional theory: Teaching with transactional theory with the start with teacher reading
with loud manner and show aspect of modelling for their student how skilful reader to think as
they can read which help to children to get learning.
Critical theories: The critical theory enhance the phonemic awareness and also improve the
tendency that develop education that enable cultural and social transformation through the
progressive growth of individual (Mukhalalati, and Taylor, 2019).
Vocabulary
Behaviourism theory: In reference to vocabulary, behaviourism theory promotes the vocabulary
because children usually get new idea as per social group and community interaction that enable
them to learn to read.
Psycholinguistics theory: The theory plots the factor of language acquisition which promote
vocabulary learning in children as a part of learning to read.
Transactional theory: The theory in reference with vocabulary promote aspect which is
associated with children is that it helps to develop words, text and share the importance in
learning as well reading (Jusslin, and Höglund, 2021).
Critical theories: The critical learning theories in context with Vocabulary support the children
for their development in term of learning and reading because traditional lap where followed that
generate learning of new words that enhance child vocabulary (Rapanta, and et. al., 2020).
3

Comprehension
Comprehension is refers as understanding and interpretation of reading. Comprehension
strategies is helpful to enhance the children understanding of the text to help them to become
active reader by engaging with the current text.
Behaviourism theory: The behaviourism theory helps to show the indication of behaviour
which is refer to comprehension that create better understanding of word and text while residing
in group of community (Voigt, Fredriksen, and Rasmussen, 2020).
Psycholinguistics theory: As per this, the psycholinguistic is defined as biological learning
aspect that promote context of reading within children. It acts as tool to explore wide range of
learning theory for support children to read by acquiring meaning of text (Walqui, and Bunch,
2019).
Transactional theory: It is useful theory for getting understanding of words and reading that
support comprehension term and knowledge.
Critical theories: The critical learning help to evaluate the comprehension which is best suitable
in order to develop understanding of meaning of words and also text that refer to develop
learning of reading among children.
Fluency
Fluency is referring as the ability to read orally in speed, accuracy and proper expression. It is
referring as critical comprehension which is required by children for reading.
Behaviourism theory: As per this, theory develop knowledge of surrounding which gain aspect
of reading with thought and generate proper expression (Lee, Kuo, Xu, and Hu, 2022).
Psycholinguistics theory: The theory usually putted the idea of biological learning where
fluency is work as aspect that they learn as per their abilities and show their comprehensive skills
towards reading and learning (Zembylas, 2018).
Transactional theory: This theory is helpful to generate the meaning of text and word which also
create fluency while reading and develop accuracy for children learning to reading.
Critical theories: The fluency is also gather as per cultural and social transformation which is
progressive for growth of children learning and development (Kempf, 2020).
4

CONCLUSION
As per the above discussion, pedagogy is referring to the way which is well associated with
the teaching of students or children that provide independent growth and development that
support phase. The mentioned theory is work as a practice of education. It also shows the
relationship which is well associated with the culture and technique of learning. The main aim of
pedagogy is to build the learning of children and work on their knowledge and skills.
5

REFERENCES
Books and Journals
Chu, S.K.W., Reynolds, R.B., Tavares, N.J., Notari, M. and Lee, C.W.Y., 2021. 21st century
skills development through inquiry-based learning from theory to practice. Springer
International Publishing.
Cook, V., Warwick, P., Vrikki, M., Major, L. and Wegerif, R., 2019. Developing material-
dialogic space in geography learning and teaching: Combining a dialogic pedagogy with
the use of a microblogging tool. Thinking Skills and Creativity, 31, pp.217-231.
Culyer, L.M., Jatulis, L.L., Cannistraci, P. and Brownell, C.A., 2018. Evidenced-based teaching
strategies that facilitate transfer of knowledge between theory and practice: what are
nursing faculty using?. Teaching and Learning in Nursing, 13(3), pp.174-179.
Greenhow, C., Lewin, C. and Staudt Willet, K.B., 2021. The educational response to Covid-19
across two countries: A critical examination of initial digital pedagogy
adoption. Technology, Pedagogy and Education, 30(1), pp.7-25.
Kearney, M., Burden, K. and Schuck, S., 2019. Disrupting education using smart mobile
pedagogies. Didactics of smart pedagogy, pp.139-157.
Lewin, C., Cranmer, S. and McNicol, S., 2018. Developing digital pedagogy through learning
design: An activity theory perspective. British Journal of Educational Technology, 49(6),
pp.1131-1144.
Mukhalalati, B.A. and Taylor, A., 2019. Adult learning theories in context: a quick guide for
healthcare professional educators. Journal of medical education and curricular
development, 6, p.2382120519840332.
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L. and Koole, M., 2020. Online university
teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning
activity. Postdigital science and education, 2(3), pp.923-945.
Voigt, M., Fredriksen, H. and Rasmussen, C., 2020. Leveraging the design heuristics of realistic
mathematics education and culturally responsive pedagogy to create a richer flipped
classroom calculus curriculum. ZDM, 52(5), pp.1051-1062.
Zembylas, M., 2018. Reinventing critical pedagogy as decolonizing pedagogy: The education of
empathy. Review of Education, Pedagogy, and Cultural Studies, 40(5), pp.404-421.
Knijnik, J., Spaaij, R. and Jeanes, R., 2019. Reading and writing the game: Creative and dialogic
pedagogies in sports education. Thinking skills and creativity, 32, pp.42-50.
Collins, B.A. and España, C., 2019. Sustaining and developing teachers’ dynamic bilingualism in
a re-designed bilingual teacher preparation program. International Journal of Bilingual
Education and Bilingualism.
Vieira, F., 2020. Pedagogy of experience in teacher education for learner and teacher
autonomy. Profile Issues in TeachersProfessional Development, 22(1), pp.143-158.
Walsh, G., McGuinness, C. and Sproule, L., 2019. ‘It’s teaching… but not as we know it’: using
participatory learning theories to resolve the dilemma of teaching in play-based
practice. Early Child Development and Care, 189(7), pp.1162-1173.
Jusslin, S. and Höglund, H., 2021. Entanglements of dance/poetry: Creative dance in students’
poetry reading and writing. Research in Dance Education, 22(3), pp.250-268.
Walqui, A. and Bunch, G.C. eds., 2019. Amplifying the curriculum: Designing quality learning
opportunities for English learners. Teachers College Press.
6

Kempf, A., 2020. If we are going to talk about implicit race bias, we need to talk about structural
racism: Moving beyond ubiquity and inevitability in teaching and learning about
race. Taboo: The Journal of Culture and Education, 19(2), p.10.
Lee, S., Kuo, L.J., Xu, Z. and Hu, X., 2022. The effects of technology-integrated classroom
instruction on K-12 English language learners’ literacy development: a meta-
analysis. Computer Assisted Language Learning, 35(5-6), pp.1106-1137.
Foley, G., 2020. Teaching adults. Understanding adult education and training, pp.34-58.
Mensah, F.M., 2019. Finding voice and passion: Critical race theory methodology in science
teacher education. American Educational Research Journal, 56(4), pp.1412-1456.
Dawson, K. and Lee, B.K., 2018. Drama-based pedagogy: Activating learning across the
curriculum. Intellect Books.
McMahon, J., Knight, C.J. and McGannon, K.R., 2018. Educating parents of children in sport
about abuse using narrative pedagogy. Sociology of Sport Journal, 35(4), pp.314-323.
Duncan, K.E., 2019. “They hate on me!” Black teachers interrupting their white colleagues’
racism. Educational Studies, 55(2), pp.197-213.
7

8