Helping our children to read

SPEAKING and listening come first. But learning to read is, without a question, the top priority in elementary education. So important is learning to read that the success of a school and efficiency of teachers is judged by its students’ proficiency in reading.

Through the years, teaching reading to the school children has been a crucial problem of teachers. Moreover, some pupils were not promoted to the next grade level due to their inability to read.

There are many factors that cause reading problems or inability to read among the pupils specifically in the primary grades. First, is the introduction of a new curriculum in the country wherein pupils are taught to read in their mother tongue. The use of mother tongue as medium of instruction and as one of the subjects specifically in kindergarten up to grade three in all public schools as part of the K to 12 Basic Education Program created confusion and disinclination among school authorities and parents. Second, is lack of comfortable classrooms and educational facilities. Third, is lack of appropriate instructional materials and reading tools offered in schools. Fourth, is inappropriate instructional strategy or technique employed by teachers. Lastly, is lack of support from family or parents.

Undeniably, teachers and parents play a vital role in teaching the children to read. Parents are considered as primary teachers of moral and ethical values. Being the first mentor of the child, parents are the first role model. Children’s behavior, reaction and attitude reveal the kind of parents or family they came from. Parents play an important role in motivating their kids to learn. Good parental support has been proven to have a positive impact to a child’s development. Parents who spent time in story-telling and reading aloud to their children formed a good reading foundation to their children. Children who witnessed their parents read and are exposed to various reading materials are motivated to do the same. Parents’ involvement in reading activities or assignments extends teaching outside the classroom that creates a helpful and favorable experience for children to perform better when they are already in school.

On the other hand, it is the teacher’s obligation to nurture children’s learning. As the child grows and develops mastery in different skills, the teacher guides and provides activities in school that will nurture the child’s interest to learn more. Teaching reading to young children requires a highly specialized body of knowledge and expertise so teachers, particularly in the primary grades need to be well qualified and have opportunities for ongoing professional learning. Teachers should undergo seminars and trainings to stay abreast of new and emerging literacy developments. Teachers are also required to use various strategies and instructional materials suited to their pupils’ abilities. However, even with effective classroom instruction and pleasant IMs, some children will need additional supports or interventions. In planning appropriate interventions, the teacher must consult with other professionals – school principal or master teachers who have expertise in assessment and intervention in reading and related areas. Moreover, the teacher should put in mind that there is no one intervention that works for all children with reading difficulties. Generally, effective interventions on reading occur on a daily basis using array of activities in school, and supported by follow-up activities at home.

The real secret of child’s happy and successful learning is the trust and mutual understanding between parents and teachers. A good parent-teacher relationship leads the child to be optimistic in attending school and learn the art of reading.