Phonics Based Reading and Decoding
The reading process as a whole is a very multifaceted area, and is relentlessly changing. As a future upcoming school teacher, it is imperative for me to understand the process and theories behind the reading act itself. Therefore, before I started my assignments working with my student, I researched some theories about reading in order to know the reason behind the importance of it. The three theories which I consider are the most essential, and which I feel are disheveled to account for the reading process are sub-skill theories, interactive theories and trans-active theories. I deem that all three of these theories have mechanisms that fit simultaneously to account for reading and the understanding of reading. One theory alone cannot account for every phase of the reading process. The sub-skill theory reading approach is one that has been around for a long time, (since I was a little girl playing outside eating dirt and making mud pies) and is based on instructional strategies to teach letter-sound relationships, sight words and decoding skills (along side others), until the reading act becomes routine. Comprehension does play a role in this theory, but in my opinion it played a very small role. I know this system works, because it is the way I was taught to read. I believe it is essential for young children to understand the connection between sound and symbol relationships. This approach gives children a tactic for sounding out words that are unfamiliar to them. Decoding the pronunciation of a word can sometimes lead to the word’s meaning, only if the child is familiar with the word. However, the goal of reading is to gain meaning from the text, not just to pronounce the words correctly. When the reader is unable to attach meaning to the word, the decoding skill becomes useless. Being an employee of a school district and working in the classroom with students, I have witnessed many students who are prolific readers, can sound out even the most difficult