Unfortunately, the rate of reading failure and illiteracy are unacceptably high in the United States. Children in this group learn to read in any classroom, with any instructional emphasis. Using these research-based procedures, we can now identify early on those children at the greatest risk for reading failure. The Rewards of Early Intervention Reading is not a natural process. It does not emerge naturally from interactions with parents and other adults, even in print-rich environments.
Most children require systematic, explicit instruction.
Learning to read is a lengthy process beginning very early in a child's development, well before children enter formal schooling. There is a strong and critical relationship between the amount and quality of early language, literacy interactions and experiences, and the acquisition of linguistic skills necessary for reading. Development of oral vocabulary, awareness of print and literacy concepts, and an understanding of the goals of reading should be ongoing throughout early childhood. And reading requires the acquisition of phonemic awareness and other phonological processing skills. Disabilities Inc. All Rights Reserved.