Developmental Stages and Reading Enhancement of Reading Skills

Developmental Stages and Reading Enhancement of Reading Skills

In language learning, assessing the learner’s learning and relating it to the developmental stages is vital in determining reading strategies in various ways. The teacher’s knowledge of the developmental stages of the learner is vital in several ways as far as language learning is concerned. First, since learning language assumes a given linear pattern, connecting the developmental stages to appropriate strategies would enable the teacher to understand the appropriate ways of improving the learners’ language development skills (Moon, 2013). At the onset of the language learning process, the learners often have an abstract grasp of the language. Thus, reading needs a clear understanding of the context and semantics involved in the words. Such aspect could be fast-tracked if the teacher understands the developmental stages of the learner.

Again, in connecting the developmental stages to the reading skills of the learner, the teacher could effectively assess whether the learner has reading problems and plan for remedial measures (Morse & Cangelosi, 2017). Different developmental stages among learners play an essential role in determining the extent of their language acquisition and other potentialities. Through case studies and in-depth analysis of the progress of the learner, the teacher could be in a position to accurately ascertain the academic progress of the learner. In that regard, the teacher can effectively plan for diagnostic assessments meant to address various shortcomings of the student and subsequently enhance the well-being of the learner (Morse & Cangelosi, 2017). The diagnostic assessment could be a vital intervention meant to stimulate learning and enable the teacher to assess the potentiality of the learner effectively.

Role of the Teacher and Language Skills Vital for Reading Development

The role of the teacher is always multidimensional in language learning among learners. Through multiple interventions, the role played by the teachers in wields immense influence in developing the reading skills of the learner in the following ways. First, in a classroom environment, the teacher creates a conducive environment for the development of the language skills that leads to enhance reading capabilities (Soini, Pyhältö, & Pietarinen, 2010). Based on this role of the teacher, the learners can freely practice their language skills and subsequently enhance their readings. The conducive environment that the teacher creates determines whether the reading activity is a success or a failure. Several studies have pointed out that in conducive learning environments, the learners have a high likelihood of achieving the right and requisite language learning skills in a faster rate compared to the other learners in hostile and toxic learning environments where fear reigns (Soini, Pyhältö, & Pietarinen, 2010). Therefore, through the creation of a conducive learning environment, the teacher plays a vital role in influencing the acquisition of language skills valuable for the development of the reading skills.

Further, the teacher’s role as the facilitator plays is essential in the development of the skills needed to enhance reading among the learners. In the language learning process, the teacher assumes the role of the facilitator and other prominent figures in the eyes of the learners (Biesta, Priestley & Robinson, 2015). In this regard, they act not only as of the instructors but also as the people tasked with facilitating the learning process. Such status elevates them high among the learners and gives them the authority for imparting knowledge among the learners as they equate to the custodians of knowledge. Such a role is vital since the learners make good use of them and rely on them as the reference point in various issues that relates to language learning. Therefore, in playing such a role, resourceful teachers enhance reading skills among the learners while ineffective teachers make language learning relatively hard among the learners. On the same note, the role of the teacher is the language models among the leaners is also instrumental and enhances the learning of a language in various ways. When students learn the language, the teacher epitomizes the sole custodian of the language skills. In the learning environment where the teachers exude confidence and demonstrate strong knowledge of the language skills through reading, speaking, writing and listening, the learners are highly likely to learn faster (Biesta, Priestley & Robinson, 2015). Therefore, the role of the teacher as the role model and the custodian of the language is essential in acting as the yardstick upon which the learners and the students use to weigh their reading ability and skills. Trying to march the teacher always remain the target of every individual learner.

Range of Teaching Strategies and their Importance to Reading Development

There exist several ways of acquiring a range of teachings strategies. However, the best way is through assessing the needs of the learner and determining the appropriate method to be put in place. In evaluating the needs of the learners, the teacher would be in a position to ascertain the shortcomings of the learners and devise the correct teaching strategy that would address such shortcoming (Pearson, 2014). Having a range of teaching strategies in reading development is essential since it allows the teacher to employ methods that take into account the individual differences among the learners. In most cases, there exist individual learner differences. Such differences call for the application of different teaching strategies and approaches (Pearson, 2014). Thus, with a range of the teachings strategies at their disposal, the teacher is in a position to effectively employ varied methods to different learners at different levels of the learning process.