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Reading Power

© Lucy Appadoo

My work as a Kumon Supervisor (Kumon is an after-school English and Maths program, using workbooks that gradually move up in levels, depending on the pace of the child's progress) catered to Primary and Secondary school students. These students read passages or excerpts of stories to me, and required the basics of literacy learning, as foundational skills had been lost in the larger school environment.

Each child at various levels works on different texts that incorporate vocabulary relating to his/her particular level. If a child is able to relate to the story because of similar experiences, then vocabulary is familiar and relevant. Thus, a child can usually pronounce the vocabulary if sounded out or placed in context with visuals. For example, a story with a theme on 'school difficulties' would pertain to a child's own life, so vocabulary and meaning makes sense to that child. The child has heard or used the language of that specific experience.

If the child has not experienced life in the context of the story, then vocabulary and the meaning of the passage may be lost. For example, a story about 'pastry making' or 'professional work' may be nonsensical to the child if the vocabulary or jargon has never been heard of. Consequently, it lacks meaning.

If the story context is unfamiliar, it may be difficult for the child to read that text to an adult. However, if the child is able to break the words up into syllables and knows the structure of language and spelling rules, then they might be able to read the whole text eventually. He/she may be able to guess or predict the words but may not have understood the meaning of the story as a whole, for now. The main idea or message of the passage is a mystery because he/she has not experienced the story situation or context. The child will not comprehend the meaning of vocabulary or technical words as in 'how to use a tape recorder' (instructional text) because it's never been used before.

From this understanding, it is important for parents to allow their child to experience as much of the world as possible. Consequently, more difficult stories may be easier to read and understand if a child is stimulated in a variety of ways.

On the other hand, a story about 'fantasy, goblins, fairies or monsters interest a child because of his or her enormous capacity to create new worlds through imaginary skills. These contexts are not real but through imagination, a child makes it real and has enthusiasm for the subject. In the end, he or she may learn to read this kind of story.