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Development of a second language also improves proficiency in the student's first language. [99] Likewise, students who receive access to a spoken language early on through technology such as cochlear implants have been found to develop literacy skills at much more fluent levels than deaf students without cochlear implantation. [11]
In Downing's model, the result of the [0.0] - Cognitive Processes of the child learning to read would fall into a spectrum of outcomes between either the child attaining cognitive clarity and becoming a fluent reader, or staying in a state of cognitive confusion and failing to learn to read. [17]
Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.
Reading different types of texts requires the use of different reading strategies and approaches. Making reading an active, observable process can be very beneficial to struggling readers. A good reader interacts with the text in order to develop an understanding of the information before them.
Correlations also exist between reading ability, spoken language development, and learning disabilities. Therefore, advances in any one of these areas may assist understanding in inter-related subjects. [27] Ultimately, the development of word recognition may facilitate the breakthrough between "learning to read" and "reading to learn". [28]
Emergent literacy is a term that is used to explain a child's knowledge of reading and writing skills before they learn how to read and write words. [1] It signals a belief that, in literate society, young children—even one- and two-year-olds—are in the process of becoming literate. [2]