Hi moms, today we will talk about Teaching Toddlers. What’s the easiest way to show children to learn? According to the National Reading Panel, “teaching children to manipulate phonemes in words was highly effective under a variety of teaching conditions with many different learners across a variety of grade and age levels and that teaching phonemic awareness to children significantly improves their reading more than instruction that lacks any awareness of Phonemic Awareness.”  This can be a statement produced by the National Reading Panel (NRP) within their report titled “TEACHING CHILDREN TO READ: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction.”
Phonemic Awareness instruction was selected for review by the NRP within their report because studies have identified phonemic awareness and letter knowledge as two of the best predictors of how well children will learn to see in their first 2 years of entering school. There’s strong Scientific evidence to declare that phonemic awareness instructions are an important part in aiding children develop reading skills.
One study discussed the current presence of phonemic awareness in Austrian children aged 6 to 7 which were struggling to read when first entering school. This study found that numerous children had not merely one correct response within their test of a simple vowel substitution task. However, several children who exhibited high phonemic awareness scored close to perfect on this same task. The study further stated that “there clearly was a specific predictive relationship between initial phonemic awareness differences and success in learning how to read and to spell.” Even moreover, the study indicated so it was phonemic awareness abilities, and not IQ, that predicted the accuracy of reading and spelling by the end of grade one. Children with high phonemic awareness at the beginning of grade one had high reading and spelling achievements at the conclusion of grade one, compared to some children with low phonemic awareness who had difficulties learning how to read and spell. 
In the National Reading Panel report, in addition they determined that the beneficial aftereffects of phonemic awareness on reading lasts well beyond the time of training. While phonemic awareness instructions are demonstrated to significantly help children learn reading, it is not a complete reading program. What it will, is provide children with a foundational knowledge foot of the alphabet language. The NRP analysis also showed that phonics instructions produces significant benefits for students from kindergarten through grade 6, and can be helpful for children with understanding how to read difficulties.
Children who’re taught with phonics and phonemic awareness instructions are consistently able to decode, read, and spell, and even demonstrated significant improvement within their capability to comprehend text. Even older kids who receive these similar teachings improved their power to decode and spell. The NRP made a vital statement saying that “conventional wisdom has suggested that kindergarten students might not prepare yourself for phonics instruction, this assumption was not supported by the data. The consequences of systematic early phonics instruction were significant and substantial in kindergarten and the first grade, indicating that systematic phonics programs should be implemented at those age and grade levels.“
However, I want to further expand on that by saying that children as young as couple of years old can learn to learn through phonics and phonemic awareness instructions. If a kid can speak, then they need to be able to learn to see, even if they’re as young as 2 yrs old. In reality, I’ve proven this with my own children. We started teaching our daughter at 2 years and 8months, and she was very capable at reading by the full time she was just 2 years and 11 months old. Thank you for reading this article about Teaching Toddlers and see you next time.
1. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
2. Cognition. 1991 Sep;40(3):219-49.
The relationship of phonemic awareness to reading acquisition: more consequence than precondition but still important.
Wimmer H, Landerl K, Linortner R, Hummer P.
University of Salzburg, Austria.