Early two subjects. The teacher has to

Early learning classes for small children plays a big role in a student’s future advancement in education. This is every child’s base foundation in studies, and various learning skills must be developed in order to assist the child in his or her advancing classes. In comprehension reading, the teacher should start introducing a new text by employing pre-reading activities. This involves, taking them through the text structure and identifying pictures, diagrams and other visual things that might be available in the text. Images help in predicting on the text’s content.

Varying colors and different graphic designs may be used in such text. These colors or designs suggest a descriptive work. One has to identify commonly used text structures in the comprehension, this enables one to know structural components used like descriptive, elements of cause and may be the effects brought out as a result of comparing two subjects.

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The teacher has to give a hint and guidance on areas where these text structures occur. Slow reading can be initiated in areas that need a lot of emphasis. Student’s or children’s participation is essential during reading because it helps in getting their response as well as evaluating their understanding. Reading aloud sentences and words helps a child much in getting the right pronunciation. It enables the word to stick in his or her mind permanently. Illustrational pictures enable the child to easily relate the words being taught and the actions being displayed by the pictures. Much time is saved on visualization and the message is conveyed effectively (Deborah, 2007).

After reading a certain text, the child must be asked some questions regarding an article or passage. This enables the teacher to evaluate a child’s level of reading and understanding. Children can be grouped together in discussion and be allowed to learn from each other (Boardman, Vaughn, & Klingner, 2007).

Children should read the comprehension several times. They should be left to identify the major characters and whatever they are doing at each stage. This helps the children in coming up with characteristics of each character or subject in a comprehension. Use of pictures, illustrations and gesture is an important element in teaching language to little children.

At times, it calls for the teacher to speak in a local language that will help them in understanding the comprehension clearly. Questions about the things happening now, things that happened, and those which might happen engages the child in reading a lot in order for him to find out what will be happening in the next stage (Boardman, Vaughn, & Klingner, 2007). Graphic organizers can be used to analyze text structure in a given article or text. Some concepts are easier to understand using a diagram on a piece of paper than visualizing.

A child’s success in reading can also be supported by parents at home. This is initiated by short story books that parents read to their children before they go to sleep. Children should be introduced to the national learning language at an early stage, most probably, even before they join their first class. This enables them to have easy time while learning because they already understand the language being used by the teacher and text authors (Deborah, 2007).


Boardman, A., Vaughn, S.

, & Klingner, J. (2007). Teaching reading comprehension to students with learning difficulties. New York: The guilford Press. Deborah, T.-A. (2007). Little Red Hen-Begin.

Comprehension: Learning with Literature. New York: EDCON Publishing Group.


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