Reading readiness

This article has multiple issues. Please help improve it or discuss these issues on the talk page. (Learn how and when to remove these template messages) This article contains instructions, advice, or how-to content. Please help rewrite the content so that it is more encyclopedic or move it to Wikiversity, Wikibooks, or Wikivoyage. (August 2013) This article includes a list of references, related reading, or external links, but its sources remain unclear because it lacks inline citations. Please help improve this article by introducing more precise citations. (August 2022) (Learn how and when to remove this message) This article is missing information about This article seems to treat alphabetic, abjadic, syllabic, and phonetic writing systems, thus allocates phonetic readings of text as a requirement, except that there is no such relation when applied to ideographic, logographic, pictographic systems, or that the written and oral language forms may have different grammars . Please expand the article to include this information. Further details may exist on the talk page. (August 2022) (Learn how and when to remove this message)

Part of a series on
Reading
Learning to read Reading readiness Vocabulary development Vocabulary learning
Scientific theories and models Dual route theory Simple view of reading Science of reading Scarborough's Reading Rope The active view of reading model
Cognitive processes Comprehension Phonemic awareness Phonological awareness Subvocalization Word recognition
Reading instruction Analytic phonics Basal reader Concept-oriented Directed listening and thinking activity Guided reading Independent reading Literature circle Phonics Reciprocal teaching Structured word inquiry Sustained silent reading Synthetic phonics Whole language
Reading rate Fluency Slow reading Speed reading Words per minute
Readability Automatic assessment Legibility Readability test
Reading differences and disabilities Dyslexia Hyperlexia Reading disability Reading for special needs
Language Alphabetic principle Braille Dolch word list Grapheme History of printing Language Morpheme Orthography Phoneme Sight word Vocabulary Written language Writing Writing system
Literacy Critical literacy Close reading Distant reading Family literacy Functional illiteracy Great books Literary criticism Literature Children's
v t e

Reading readiness has been defined as the point at which a person is ready to learn to read and the time during which a person transitions from being a non-reader into a reader. Other terms for reading readiness include early literacy and emergent reading.

Children begin to learn pre-reading skills at birth while they listen to the speech around them. In order to learn to read, a child must first have knowledge of the oral language. According to the Ontario Government (2003), the acquisition of language is natural, but the process of learning to read is not—reading must be taught. This belief contradicts basic language philosophy, which states that children learn to read while they learn to speak. The Ontario Government (2003) also believes that reading is the foundation for success, and that those children who struggle with reading in grades 1–3 are at a disadvantage in terms of academic success, compared to those children who are not struggling.

Because a child's early experience with literacy-related activities is highly correlated to the child's success with reading, it is important to consider a child's developmental level when choosing appropriate activities and goals. Early and enjoyable pre-reading experiences set the stage for a child's desire to learn. By participating in developmentally-appropriate activities (activities that are fun and challenging, but not frustrating), the child gains knowledge that will serve as the foundation for further learning as he or she enters the school system.

Reading readiness is highly individualistic. There is no "one size fits all" solution to teaching a child to read. A parent or educator may need to employ several techniques before finding the most appropriate method for an individual child. According to Vygotsky's Zone of Proximal Development a child can, through the help of an adult or more capable child, perform at a higher level than he or she can independently. The process of learning to read should thus be supported by a caring and supportive individual.