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Are 3-5 Year Old Children Capable of Developing Reading Skills?

Reading is a complex set of processes through which meaning is derived from written texts. Through the process of reading, a set of skills is developed that requires the student to use both critical and creative thinking processes. Process skills such as encoding and decoding are used to combine related sources of information. A child who has been exposed to a large vocabulary learns from a variety of sources and experiences to create meaning from both spoken and written words. A child’s experience depends on his exposure to spoken and written language. Exposure allows the child to create meaning that is directly related to their experiences through the reading process.

There are two different points of view; the perspective that beginning reader instruction begins at age 5 and not earlier, and more recent research showing that children as young as 3 are capable of understanding and developing new reading skills. Neuman and Dickinson’s findings echo the views of school officials and parents and represent the need for science-based instruction.

Marie Clay coined the term emergent literacy in 2007 to describe the behavior observed in young children when they use books and writing implements to imitate the activities of reading and writing, even though the children cannot read and write in the conventional sense. According to various researchers, children’s literacy development begins long before children receive formal instruction in elementary school.

Emergency reading programs may include a structured reading program in which children learn through prescribed lessons. These lessons explore the concept that children may need to begin a formalized reading program beginning at ages 3-5, especially in low-income areas where exposure to an academic style of English is limited. Limited exposure to English limits a grown child as an adult. Leaders may need to be aware of the need for the target age group to be exposed to phonemic awareness, including letters and letter sounds. These children can also be taught to write their names and many letters of the alphabet. At first they do not understand what they write, but eventually they are able to distinguish between letters and letter sounds if taught in a formal classroom.

The reading has become the focus of much attention from both the federal government and researchers. Nearly 40% of children nationwide cannot read at a basic level. Report cards indicate that children are unable to encode or decode at the level necessary for success. Reading deficits are greatest among ethnic and racial minorities (ie, African Americans, Hispanics, and Native Americans). Almost 60% of ethnic and racial minority students fail to read at expected levels.

Vygotsky (1986) showed that the process of learning to read is a movement from interpersonal to intrapersonal use of skills and knowledge. Children begin to develop an internal language, which then develops into speech and words that have representational meaning. An example of language building is when a child replaces the word stereo with the word lubalow. Lubalow has no meaning to the people who hear the word, yet the child and their caregivers understand the meaning of the word lubalow. Children build the world around them, which helps them build language. Children develop strategies to make sense of the written language they have invented by putting together the limited information they have in their own way. There is a distinct difference between language development and vocabulary development. Children often use words that the child does not understand, but the child chooses to use those words as if there is a prior knowledge base. These are the beginnings of understanding the use of vocabulary.

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