Reading

Reading is the process of taking in the sense or meaning of the symbols of a written language, by means of sight or touch. The ability to read (and write) is called literacy. For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), punctuation, alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation. Other types of reading and writing, such as pictograms (e.g., a hazard symbol or an emoji), are not based on speech-based writing systems. The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (e.g., braille). There is a growing body of evidence which illustrates the importance of reading for pleasure for both educational purposes as well as personal development.

Overview

Reading is generally an individual activity, done silently, although on occasion a person reads out loud for other listeners, or reads aloud for one's own use (e.g., for better comprehension). Before the reintroduction of separated text (spaces between words) in the late Middle Ages, the ability to read silently was considered rather remarkable. Major predictors of an individual's ability to read both alphabetic and non-alphabetic scripts are oral language skills, phonological awareness, rapid automatized naming and verbal IQ. As a leisure activity, children and adults read because it is enjoyable and interesting. In the US, it was reported in 2022 that less than half of adults reported reading a book in the past 12 months. Furthermore, only 38 percent reported reading fiction or short stories, a rate that has fallen 17 percent over the past ten years. About 5% read more than 50 books per year. Americans read more if they: have more education, read fluently and easily, are female, live in cities, and have higher socioeconomic status. Children become better readers when they know more about the world in general, and when they perceive reading as fun rather than as a chore to be performed.

Writing systems

In order to understand a text, it is usually necessary to understand the spoken language associated with that text. In this way, writing systems are distinguished from many other symbolic communication systems. Once established, writing systems on the whole change more slowly than their spoken counterparts, and often preserve features and expressions which are no longer current in the spoken language. The great benefit of writing systems is their ability to maintain a persistent record of information expressed in a language, which can be retrieved independently of the initial act of formulation.

Cognitive benefits

Reading for pleasure has been linked to increased cognitive progress in vocabulary and mathematics during adolescence. Sustained high volume lifetime reading has been associated with high levels of academic attainment. Research suggests that reading can improve stress management, memory, focus, writing skills, and imagination. The cognitive benefits of reading continue into mid-life and the senior years. Research suggests that reading books and writing are among the brain-stimulating activities that can slow down cognitive decline in seniors.

The right to read On April 23, 1968, when speaking on the occasion of the International Conference on Human Rights organized by the United Nations, the Director-General of UNESCO, Mr. René Maheu, said "One must first be able to read". The following year, James Allen, the then U.S. Commissioner of Education, declared, "There is no higher nationwide priority in the field of education than the provision of the right to read for all." At that time, UNESCO estimated there are 750 million people around the world who cannot read and write. The International Literacy Association reported that, according to UNESCO (2017), 250 million children around the world lack basic literacy skills, saying "it's an issue of social justice". The right to read and write has been addressed by a variety of organizations, such as the South African Human Rights Commission. A unanimous decision of the Supreme Court of Canada, on November 9, 2012, recognized that learning to read is not a privilege, but a basic and essential human right. This was followed by the Right to Read inquiry report in Ontario, Canada.

Learning to read

Science of reading

Teaching reading

Requirements for proficient reading

According to the report by the US National Reading Panel (NRP) in 2000, the elements required for proficient reading of alphabetic languages are phonemic awareness, phonics, fluency, vocabulary, and text comprehension. In non-Latin languages, proficient reading does not necessarily require phonemic awareness, but rather an awareness of the individual parts of speech, which may also include the whole word (as in Chinese characters) or syllables (as in Japanese) as well as others depending on the writing system being employed. The Rose Report, from the Department for Education in England makes it clear that, in their view, systematic phonics, specifically synthetic phonics, is the best way to ensure that children learn to read; such that it is now the law. In 2005 the government of Australia published a report stating "The evidence is clear ... that direct systematic instruction in phonics during the early years of schooling is an essential foundation for teaching children to read". Phonics has been gaining acceptance in many other countries as can be seen from this page Practices by country or region. Other important elements are: rapid automatized naming (RAN), a general understanding of the orthography of the language, and practice.

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