Reading Strategies for Multilingual Children with Learning Difficulties

thinking abilities in children.

Moreover, Piaget's theory supports the notion that preschoolers lack the cognitive abilities necessary for coherent thinking and accurate perception of reality. Piaget's theory is based on understanding how individuals think and comprehend information. It was formed by identifying four stages of psychological development. The preoperational stage, occurring between the ages of two and six, is when individuals begin to utilize language and other symbolic representation.

The National Literacy Trust report (2012) discusses the Education Reform Act of 1988, which introduced National Educational programs. These programs consist of a curriculum and national test for children aged 7 to 11 in elementary school. The implementation also included a review system overseen by the Office for Standards in Education (OFSTED). A significant issue faced by schools nationwide is the lower reading performance of boys compared to girls. According to the study conducted by the National Literacy Trust, 76% of UK schools reported this disparity (Clark, 2012).

According to page 11, boys exhibit less favorable attitudes towards reading and writing, spend less time engaged in reading activities, and achieve lower academic results compared to females. The underperformance of boys in the area of reading is influenced by multiple factors including the home environment as well as a lack of support from parents. Twist and Sainsbury (2009 cited in Cremin and Arthur 2014) argue that there are also discrepancies in test-taking strategies between boys and girls, along with differences in their reading preferences. Furthermore, boys may face additional challenges within the school setting where teachers may have limited knowledge regarding engaging content that appeals to males, resulting in a dearth of opportunities for boys to cultivate a culture of

recreational reading.

Reading together with the child is a highly beneficial activity that not only emphasizes the importance of reading but also provides an opportunity to discuss the topic or context in the book (Clark, 2012). Effective guidance during a child's early development is crucial for optimal learning, which is why reading is encouraged. By utilizing their growing understanding of language structure, grammar, and content structure, children can enhance their perception and appreciation of learning and education in general. Therefore, children should comprehend the purpose behind the content they learn in order to explore language and textual components, conduct inquiries into subjects and ideas, and connect it with their own experiences.

According to a study conducted by Morphett and Washburn in 1931 (cited in Tracey and Morrow, 2012), research aimed at determining the ideal age for directed exploration showed that children with a mental disorder and those who were six months older outperformed younger children on a reading test. The proposal suggested that parents should refrain from teaching their children to read at home as it was believed to hinder their reading skills if they were too young.

In contrast, Badura (1978 cited in Woolley, 2011) proposed that children learn through observation and interaction with others in real-life situations. Understanding child development is crucial for adults responsible for educational arrangements as it greatly influences various aspects of children's lives.

According to a report by DCSF (2008), the effective provision of pre-school education (EPPE) project is a comprehensive study that has been tracking the development of 3,000 children from the age of three. The EPPE research discovered that engaging in activities involving letters and numbers helps children understand the

alphabet, and reading with a child has a beneficial impact on their academic performance (Sylva et al, 2004, pg 7). Synthetic phonics, on the other hand, is an instructional approach that teaches children to blend letters together to read words.

Analytical phonics is an indirect teaching strategy that relies on children to derive information about letters and how they fit into the structure, according to Cremin and Arthur (2014, pg 57). Initially, this strategy was developed for hearing-impaired individuals who were unaware of phonetic sounds for letters. Kirk and Gallagher (2014) state that the whole language approach teaches children to read by recognizing full words instead of breaking them down into smaller parts or syllables. DFE (2015) reports that children learn to read most effectively when taught with a synthetic phonics intervention program in the early stages of learning, as part of a group.

To assist the school, an intervention program has selected a top-notch synthetic phonics intervention program to enhance the quality of phonics instruction. In order to gauge progress, the school has implemented a mandatory phonics screening check in 2012 for students in year 1. During this assessment, each child is required to read 40 words, and the teachers record how many words they successfully decode. This process aids the school in identifying students who require additional assistance and enables them to provide targeted support. Consequently, there has been an improvement in phonics decoding scores over the year.

According to a study by the Department for Education (DFE, 2015: 10), the expected standard was reached by 58% of youth nationally in 2012, a number that rose to 74% in 2014. From a cultural context perspective,

Vygotsky proposed a theory that explores the relationship between language and thought. He argued that children develop their speech as a means of social communication. The entire dialect methodology is seen as more engaging and captivating for a child eager to learn.

When teaching dialect, a holistic approach is preferred over a phonetic learning method. This means that instead of focusing solely on pronunciation, the teacher incorporates activities like reading aloud and storytelling. Reading aloud is particularly beneficial because it helps children improve their reading skills and comprehension. Additionally, the level of enthusiasm displayed by a parent or teacher while reading can significantly enhance a child's enjoyment of the activity. Shared reading plays a vital role in children's overall reading development as it boosts their confidence and allows them to acquire new skills (Charlesworth, 2013).

According to Rose (2009 cited in Kelly and Phillips 2011), multisensory reading instruction is beneficial for children who have reading problems, including those with learning differences such as dyslexia and children who learn differently. This approach helps improve their overall reading, writing, and spelling skills. The Orton-Gillingham method is a phonics-based approach that incorporates auditory, visual, and kinesthetic strategies. It is particularly useful for children who struggle with grasping "whole word" concepts and engages all senses. The multisensory reading program caters to the needs of children who may lack a strong foundation in early childhood education, have difficulties with basic reading skills due to their unique learning styles, and those with undiagnosed learning disabilities.

According to Stillman (1969 cited in Grimm 1993), children with unique learning styles need innovative reading strategies for reading intervention. In 2012, the Baltimore City third-grade Maryland School Assessment

scores showed the success of educational programs designed for reading intervention. Phonics-based training programs are typically provided to most physically challenged children, emphasizing their strengths rather than weaknesses. Introducing a new approach would be both beneficial and feasible. If parents observe that their child is not effectively learning through current teaching methods, they should adapt their strategy to align with the child's preferred learning style.

When children have difficulty understanding the material taught in school, their parents become aware of it. Multisensory Reading Instruction is a method that recognizes the diverse learning needs and styles of children, particularly those who struggle with basic reading skills at an early stage. This is frequently observed in children who have unique learning methods causing difficulties in reading.

The students were unable to grasp basic reading skills because the method or curriculum that was taught to them did not suit their learning styles (Shaughnessy, 2010). To enhance uniformity in learning, the education system should streamline the learning strategy among children. Overall, this essay has discussed the effectiveness of different reading strategies used with Key Stage 1 children. Reading strategies help children become active managers of their own learning. Therefore, the learning together policy requires children to engage in cognitive skills that connect their prior knowledge with new information (Shaughnessy, 2010).

Reading books aloud is a highly effective method for assisting children in learning to read and understand the content they have read. As a child begins to explore, this not only builds their confidence in reading, but also enables them to acquire exciting new skills. Research suggests that fundamental phonemic awareness, engaging in reading and stories, and perceiving themselves as competent learners

are essential components for achieving learning excellence. While some children enter school already possessing these abilities and attitudes, many do not.

The use of Multisensory Reading Instruction can help a child who previously struggled with reading to adapt to advancements in technology. This approach provides a solution for children who read below their grade levels by incorporating visual, auditory, and kinaesthetic-tactile elements that enhance comprehension of reading strategies (McLaughlin ; Rasinski, 2015, p.5).

Bibliography

1. Booth, D. (2000), guiding the Reading Process, 1st edition, Stenhouse Publishers: Ltd
2. Carrasquillo, A. (1994), Teaching English as Second Language, 1st edition, Routledge: Oxon
3. Charlesworth, R. (2013), Understanding child development, 9th edition, London: Wadsworth Publishing Co Inc.
4. Clark,C.(2012). Boys' Reading Commission 2012:A Review of Existing Research Conducted to Underpin the Commission.National Literacy Trust.
5. Cremin,T.and Arthur,J.

(2014), Learning to Teach in the Primary School, 3rd edition, Routledge: Oxon

. (2017), Teaching Reading in the Content Areas: If Not Me, Then Who?, 4th edition, Pearson Education Inc.

Below are various books and publications related to teaching literacy to learners with dyslexia, education for exceptional children, struggling readers in grades 3-8, self-esteem, and early learning:

1. (2011), "Teaching Literacy to Learners with Dyslexia: A Multi-Sensory Approach," 1st edition, London: Stage Publications Ltd
2. Kirk, S. and Gallagher et al., (2014), "Education Exceptional Children," 14th Edition, Wadsworth Publishing Co Inc.
3. McLaughlin, M.; Rasinski, T. V. (2015). "Struggling Readers: Engaging and Teaching in Grades 3–8." International Literacy Association.
4. Roberts,

R. (2006), "Self-Esteem and Early Learning," 3rd edition,London: Paul Chapman Publishing Ltd
5. Shaughnessy, M. (2017), "Teaching Reading in the Content Areas: If Not Me, Then Who?", 4th edition,Pearson Education Inc

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(2010). Reading in 2010. New York: Nova Science Publishers.

The EPPE project's main objective is to provide efficient pre-school education. Two relevant books on reading theories and models are: