Reading Is Not A Natural Process

The development of reading skills obviously serves as the gateway to the world of printed information. Most, if not all, of the informal education that we received is accomplished without the use of printed material. Historically, the oral tradition was the foundation of the informal education process and continues to remain so. However, through the development of reading skills, we prepare ourselves for our journey toward learning the material that must be mastered during the formal education process.

Many proponents of ‘whole language’ feel that, since humans learn to speak their native language through immersion, the act of reading follows a similar pattern and exposure to the printed word leads to the development of reading skills. This reasoning bears a false truth value. A great deal of care and attention to detail must accompany reading instruction because reading is quite different from speech.

In speech, the listener is provided with many clues as to the meaning of the words presented by the speaker. Intonation, pitch, cadence, and body language all provide context clues that assist in the comprehension of auditory signals. Further, according to the Innateness Hypothesis, children are equipped with a blueprint for the innate principles and properties that pertain to the grammars of all spoken human language called universal grammar. This blueprint aids the child in the task of constructing a grammar for the native language. Structure dependency of the native language and coordinate structure constraint are inherent. The rules of grammar that are language specific are learned from the surrounding linguistic environment through stages in oral communication presenting speech as a natural process.

Reading involves a quite different process. The two key components of reading, which do not manifest themselves in speech, are word identification and concept imagery. Word identification involves recognizing that words are a systematic string of individual graphemes (letters). Each individual sequential combination represents a different word. Students must be able to string together the individual phonemes (sounds) to produce these words. This is the essence of decoding. The other half of the reading puzzle involves comprehension of the meanings behind the sequential combinations of letters (words). Concept imagery allows students to visualize the item or process represented by the words. Students who have weak word attack skills (word identification) will stumble and stammer as they attempt to read the printed language. Those weak in concept imagery (comprehension) may read with prosody but will not understand what was read.

To understand the impact of word identification and concept imagery on the reading process, one merely needs to understand that the printed language is a code for spoken language. In order to read, a student must be able to translate the written symbol to the corresponding sound that it represents. This knowledge is called sound-symbol correspondence. The ability to make this translation is called phonemic awareness. Reading, or decoding, involves sound-symbol correspondence and phonemic awareness, neither of which is a naturally occurring process.