Before a Child Reads His First Book Emelyn C.

Cac Quinarayan Elementary School Narvacan, Ilocos Sur The worst failure in a child is his failure to read. With the DepEd thrust "No read, no move," it is therefore the primary concern of every teacher especially in grades one and two to make their pupils learn to read. Reading is an important tool in acquiring basic education. Once a child has learn to read, then he may use this skill for learning other things. Before a child can read, he must be ready. There are lessons on reading readiness which are prepared for kindergarten and those entering grade one. It is designed to give the learners a step-bystep experience for progressive reading. It helps pupils do their actual book reading with ease and confidence. These are the pre-reading activities: 1. Establishing listening and speaking vocabulary. The pupil is first introduced to the English world by exposing him to different activities where he will learn the names of things, objects, animals, places, and various action words so that he will be able to understand them. Once he acquires a sizable listening and speaking vocabulary, the acquisition of prereading skills will be easier and more interesting. 2. Developing visual discrimination-auditory discrimination, color, association left-toright sequence, supplying missing part, drawing human stick figures. The ability to distinguish similarities and differences of objects, letters and words, sounds of letters and words will enable him to understand what he reads. The ability to associate colors, see missing parts, and draw human stick figures will help him understand what he reads better. The ability to read from left to right will make him a fast reader. 3. Developing word recognition skills through listening to beginning sounds, distinguishing letter forms, associating letter sound, using context and beginning letter and printed word. Guiding the pupil in the acquisition of word recognition skills by exposing him to activities like listening to beginning sounds of words, distinguishing letter forms, will make him confident in attacking new words. 4. Developing comprehension skills such as noting details, getting the main idea, arranging sequence of events, and telling the moods and feelings of characters. Developing the abilities of students to note details in pictures will help him note the details in printed matter he is going to read. Enabling him to see the most important object in a picture will develop in him the ability to see the most important idea in the story. Training him to arrange the sequence of events in pictures will enable him to do the same in the story that he will read later. Instructing the pupils to see, feel, and interpret the feeling or moods of the characters will make him aware of the tone and mood of the story he reads. These pre-reading skills become essentially important in helping him become an independent reader. Efforts should be made to instruct the child in the acquisition of these skills in order to prevent frustration on the part of the learner. Now the child is ready to read his first book. Every teacher should bear in mind the following pointers: 1. The first book reading should be a joyous, successful attempt. 2. Confidence gained by early achievement contributes to continued success. 3. Halting slow reading should not be allowed. 4. Meaning or thought should be emphasized continually. 5. Silent reading should precede oral reading.

6. A child may need a marker to keep his place. 7. Rereading of materials as children advance in the book is desirable. 8. Reading should move fast to keep children's interest, but not so rapidly that children cannot digest the contents nor review vocabulary sufficiently. 9. Guard against mere memorization of materials. 10. Give much supplementary materials on the board and seat exercises.