Reading: From the Simple to the Complex

Abstract

The aim of this article was to present an important perspective on reading skill development. The perspective ‘READ’ builds on the phonics approach which has been found to be most important in relation to reading achievement i.e., to teach children to break the reading code. In addition, READ builds on theories within learning and skill development. The Ericsson concept of ‘deliberate practice’ refer to baseline measurements that provide a basis for follow-up and deliberate practice. The concept of ‘flow’ is also of great importance where challenges are always in relation to the skills. It means that each child will be able to experience ‘flow’ where mastery is the key word, feeling I CAN! When mastery is experienced, the dopamine hormone gives the feeling of reward. Stimuli, experience, and repetition is also a key word in the ‘training hour’ where children get the possibility to strengthen the neural network that is used for specific skills which are trained. In this respect, the letter-sound knowledge is trained until the child has broken the reading code. The results from the first year in the school in Vestmannaeyjar in Iceland indicates that all the children were able to break the reading code or read simple words. In addition, 96% of the children were able to read sentences, and 88% where able to read text. These promising results are discussed in relation to Ericsson’s and Csikszentmihalyi’s important theories.