Definition of Reading

Reading is an activity that consists of interpreting and deciphering , by

sight , the phonic value of a series of written signs, either mentally (silently)
or out loud (orally). This activity is characterized by the translation of
symbols or letters into words and phrases with meaning . Once the
symbol has been deciphered, it is reproduced. Reading is making possible
the interpretation and understanding of written materials, evaluating them
and using them for our needs.
As a general rule, the reader sees the symbols on a page, transmitting that
image from the eye to certain areas of the brain capable of processing and
interpreting it. Many books , newspapers, magazines and other reading
materials include photographs, drawings, maps, graphs and tables, which
clarify, summarize , expand or complement the textual information . Images
provide information and help to better understand the texts. Reading can
also be done by touch , as occurs in the Braille system (reading for the
blind)

Reading texts is the main source of personal enrichment , as it allows us

to acquire useful knowledge, improve our communication skills, develop our
capacity for analysis , helps us think clearly or solve problems, and also
recreate ourselves, among others. Before reading, it is important to know
what the purpose of reading is, that is, why we are interested in reading .
When we know what we are looking for in a reading, we are better prepared
to obtain materials that may satisfy our interests.

Reading that is done for the purpose of studying and learning can be more
effective if reading strategies are developed, such as exploratory reading,
speed reading , deep reading, rereading and review, and it is more
convenient to combine them with study techniques , such as underlining,
asking questions, consulting the dictionary , summarizing, taking notes,
preparing cards, etc.

Reading is the process of meaning and understanding some type of information and/or ideas
stored in a medium and transmitted through some type of code, usually a language , which can
be visual or tactile (for example, the braille system). Other types of reading may not be
language-based such as notation or pictograms .
Reading is a reading. 1
Weber has proposed three definitions for reading:
 Know how to pronounce written words.
 Know how to identify the words and the meaning of each of them.
 Know how to extract and understand the meaning of a text. 2

Reading techniques
There are different reading techniques that serve to adapt the way of reading to the objective
pursued by the reader. The two most common intentions when reading are maximizing speed
and maximizing comprehension of the text. In general, these objectives are contrary and it is
necessary to strike a balance between the two.

Conventional techniques
Conventional techniques that seek to maximize comprehension include sequential reading ,
intensive reading , and punctual reading .
Sequential reading
Sequential reading is the common way to read a text. The reader reads in his or her individual
time from beginning to end without repetitions or omissions from the reading.
Intensive reading
The goal of intensive reading is to understand the complete text and analyze the author's
intentions. It is not a change of technique just of the reader's attitude; It does not identify with
the text or its protagonists but analyzes the content, language and the author's form of
argument neutrally.
Spot reading
When reading a specific text, the reader only reads the passages that interest him or her. This
technique serves to absorb a lot of information in a short time.
Starting in the 18th century, intensive reading began, this was reserved only for a few (monks
and students at universities and academies). This modality was based on reading works in
their entirety, until they were recorded in memory. The reader reconstructs the book and the
meaning.

Techniques focused on reading speed [ edit ]

Reading speed
The normal reading speed depends on the purposes and its unit of measurement is expressed
in words per minute (ppm):

 for memorization, less than 100 wpm

 reading for learning (100-200 wpm)
 reading comprehension (200-400 wpm)
 fast reading: (400-700 ppm)
 informative (400-700 ppm)
Among them, reading comprehension is probably the most important process, since it is what
motivates most people's daily reading. In contrast, speed reading is useful for superficially
processing large amounts of text, but is below the level of comprehension.
Suggestions for choosing a particular reading speed should include flexibility; repeated reading
of parts of the text when there are several concepts relatively close together or when the
material is not familiar to the reader and acceleration when it is familiar material or presents
few concepts.
Among the reading techniques that seek to improve speed are diagonal reading , scanning ,
SpeedReading and PhotoReading .

Diagonal reading
In diagonal reading the reader only reads the special passages of a text, such as titles, the first
sentence of a paragraph, typographically accented words ( bold , italics ), important
paragraphs (summary, conclusion) and the surroundings of important terms such as formulas
(" 2x+3=5"), lists ("first", "second",...), conclusions ("that's why") and technical terms ("fixed
costs"). It is called diagonal reading because the gaze moves quickly from the upper left corner
to the lower right corner. In this way it is possible to read a text very quickly at the expense of
details and understanding of style. This technique is used especially when reading web pages
( hypertext ).
Scanning
Scanning is a technique for searching for individual terms in a text, based on the theory of
identifying words by comparing their images. The reader imagines the word in the font style of
the text and then moves his or her gaze quickly over the text.

WRITING
From the Latin scriptūra, the concept of writing is linked to the action and
consequences of the verb to write, which consists of expressing thoughts on paper
or other material support through the use of signs. These signs are generally
letters that form words.
For example: “Reading and writing are two skills that every person must develop to
integrate into society”, “I love writing: every night I dedicated myself to creating
poems and other literary texts”, “Rodrigo has very poor writing skills”. "Commits
numerous spelling mistakes."
Writing can be understood as a system that, through certain graphic signs, allows
the materialization of a language . Writing, in this way, makes it possible to develop
a type of communication whose most remote antecedents are more than 6,000
years old.
The history of writing has a very remote origin since it is already considered that
around the year 3,000 BC in Mesopotamia, and more specifically in the city of
Uruk, a writing system appeared that already had a total of 700 very different ones
that basically had a commercial function. And they were used to carry out
exhaustive control of the wealth that existed in the temples.
However, it must be emphasized that another very important type of writing over
the centuries has also been the hieroglyphic, which is considered the oldest,
understanding writing with the same concept that we can understand it today. It
was characterized, among other things, because it was based on the mixture of
pictograms and ideograms.
With the development of time , writing took on two forms. On the one hand, it is
ideographic since it allows an idea to be transmitted. On the other hand, it has a
phonetic form when representing sounds.
More accurately we can say that the writings of the whole world can be classified
into two categories basically. On the one hand, there would be the pictographic
type, which are those in which each drawing represents either a word or an idea.
An example of this class would be Chinese writing.
And on the other hand we come across the so-called phonetics, which are those in
which the sound with which a word in question is pronounced in the various
languages is represented. A perfect example of this type would be Spanish.
In this class we have to emphasize that it is divided into two subcategories. Thus,
we find syllabic writing, in which each sign represents a syllable, and phonetic
writing where what each sign does is show the sound of a letter.
Another use of the concept of writing refers to documentation that, thanks to the
signature of the subject who grants it and the faith given by a notary, accredits a
certain right . The term is usually used with reference to the document that
attributes ownership of a property to a person: “Tomorrow we will sign the deed
and we can take possession of the house”, “The authorities demanded that the
man show the deed to the home, since that his neighbor accuses him of being a
usurper.”

What is Writing:
Writing is the graphic representation system of a language . We use writing to
communicate through signs drawn or recorded on a support that can be tangible
(paper, stone, wood) or intangible (digital or electronic). The word, as such, comes
from the Latin scriptūra .
Writing is the way in which we establish, through a set of graphic signs, the
language with which we speak. It is the way in which humans communicate and
transmit information, ideas, concepts, knowledge or feelings non-orally for
thousands of years.
Written language was devised by humans to replace oral language. It was
invented around the year 3,000 BC. approximately , thanks to the Phoenician
civilization, which lived in the Mesopotamia region. This writing system was
adopted and transformed by the Greeks, through which they reached the Latin
culture, which would later spread throughout Europe and the world.
There are two fundamental types of writing. On the one hand, there is the
representation of concepts or ideas through logograms , which can be seen, for
example, in Chinese writing.
On the other hand, there is graphemic writing , which is one in which each sign
represents a sound or a group of sounds, and which is typical of alphabetic
writings , such as Spanish, Latin or Arabic, or syllabic writings. , like the
language of the Cherokees of North America.
The word writing, likewise, can simply refer to the art of writing. For example: “No
one cultivated writing as magnificently as Gustave Flaubert.”

A writing, also, can refer to a letter, a document or any written paper of a public or
private nature. For example: “They can't find the title deeds to the house.”

The Bible is also known as Scripture or Holy Scriptures. For example: “They spent
the entire afternoon reading the Scripture.”

Types of writing
Alphabetical writing
Alphabetic writing is one in which each sign represents a speech sound. Alphabetic
writings are, for example, Spanish, Portuguese, Greek or Italian.

phonetic writing
A type of writing in which each sign represents a phonetic element of the language
is called phonetic writing.

ideographic writing
Ideographic writing is known as writing in which each sign represents an idea or
concept. It is also known as hieroglyphic or symbolic. We have an example of
ideographic writing in the Chinese language.

syllabic writing
Syllabic writing is known as writing in which each syllable has a corresponding sign
that represents it in the written language. An example of syllabic writing is that of
the Cherokees, aborigines of America.

Hieroglyphic writing
Hieroglyphic writing is made up of ideograms and pictograms, since, instead of
representing sounds, signs represent ideas or concepts. It is one of the oldest
forms of writing in history. An example of this is ancient Egyptian writing.

Cuneiform writing
Cuneiform writing consists of a set of pictographic signs with which, at first, words
and objects were represented, and later, even abstract concepts. It is one of the
oldest forms of writing. It was originally used by the Sumerians more than six
thousand years ago.

10 strategies to encourage reading

Many teachers are obsessed with cultivating in students the "love" of reading; Surely, since we were little, a
few of us liked to read. If we have daughters and sons, we can assure that, in all likelihood, we at least try
to instill that taste in them (and it is possible that in the medium or long term, we will end up achieving
it)... The issue becomes complicated when we talk about the students. Elena Aguilar leaves us these 10 tips

1. Reading: it is a very obvious and simple first step. We cannot encourage anyone to read if we do
not read, whether for pleasure, information, self-education.
2. Share our experiences with reading : of course, with students, but also with colleagues and
friends. Tell your students what you have been reading, what you have learned from those texts,
whether you recommend them or not.
3. Read while socializing: there are pages, like Goodreads, where we can share and get
recommendations on all kinds of books; "0.0" book clubs, in person, are also usually a good idea. If
we talk about preschool children or Primary Education, these social websites are not an alternative
to take into account because the readings are not appropriate to their level of development; If you
know of a similar site, but for children, tell us at @_escuela20
4. Organize a read-a-thon ? Families and teachers could take the initiative. Stuffed animals, pajamas
and an invitation to reread their favorite books... the teachers prepare cookies, the fathers and
mothers read... A very nice experience for the first two cycles of Primary, of course.
5. On a walk : one more way to make reading something social. Visit a library or a good bookstore: it
is not about checking out or buying books, but about surrounding yourself with them and browsing
them tirelessly. Now, if you can't resist taking one, we understand you ;-)
6. Listen to books: there are audiobooks, and in classrooms they are useful even for blind students.
Likewise, vocabulary is acquired, even if we do not develop decoding of texts or reading fluency;
On the other hand, it encourages unleashing the imagination and visualizing the scenes.
7. Discussions with authors: if it is possible to invite the author of a book that we include in the
teaching program or that we know our students like, we should try it
8. Connecting with other topics: books, reading, has always been a political, politicized topic. Let's
think about the banned books, the prohibition regarding the literacy of slaves, etc. Help your
students (especially in Secondary School) to see the broad context in which the History of
Literature develops, linking it with political events and environments.
9. Specific needs for specific populations: we cannot simply encourage students to read, without
taking into account whether or not they belong to vulnerable groups, their cultural origin, their
gender, their socioeconomic origin, their functional diversity... We must meet the needs of each
and every student.
10. Teach reading strategies: not so much to taste literature, but it will be useful for your academic
future in secondary or higher education, to know some quick reading tricks. It goes without saying
that they must be familiar with the different genres of text related to the different content areas.
Strategies to improve writing

Pay special attention in all areas to the objectives of linguistic expression (spelling, expression, logical
order?), logical reasoning (reflection, resolution, etc.) and work habits and the completion and presentation of
tasks.

Maintain permanent contact with the student and their written productions. Avoid unsupervised initial
practice

Provide immediate correction of errors. Involve the student in the analysis of their errors.

Work daily on frequently used words in which the most errors are usually made.

Avoid low-value activities such as repeatedly copying the same words or phrases. You do not need to
copy the faults more than two or three times. If we make him copy more times what we can achieve is the
opposite effect, that is, his attention will be reduced and he will make the same mistake again.

Observe the execution process : where the deficits are. Sit down with the child and ask him what he is going
to write and give him guidelines for the composition: "Now read it and see if you understand it," "Okay, but
make all of that very clear," "So what you want to say is?" ¨.

Consider other professionals on the educational team : provide data and observations.

Promote a positive attitude towards the correct formation of letters, underlining the importance that writing is for
communicating, hence the importance of achieving legible handwriting.

Strategies to improve calculation

Principles of action:

 Individualization of teaching.
 Task analysis
 Use as many senses as possible to facilitate understanding
 Manipulation must precede representation
 You must first understand the operations and then automate them.
 The problems and consequently the arithmetic operations should be based as far as possible on the
student's daily experience.
 You must master the vocabulary involved.

Allow children with dysgraphia not to copy the statements of mathematics problems or allow the use of
multiplication tables when performing operations while they are trained to memorize them at home.

Strategies for teaching and learning

reading and writing
 For a long time, great research efforts have been dedicated to the search for strategies
aimed at studying how human beings are taught and learn to read and write.
In this sense, we will carry out this work in order to analyze some strategies that can be used to
teach reading and writing, relating them to the significant world that surrounds the child.
From what was stated above, we want to emphasize that the essence of this work is the learning
obtained in the study of the topic, hoping that it will be useful in the performance of our role
and that it will provide us with answers to questions or concerns related to the teaching of
reading and writing.

METHODS TO TEACH READ

AND WRITE
There are various methods of teaching reading and writing; The so-called traditional and new
ones can be pointed out.

Traditional methods state that to achieve reading and writing, the child must achieve the ability
to decode the elements that make up the written text and then decipher the meaning or content.
However, it is necessary to know that there is no infallible and specific method, since each
child has different intellectual and personal characteristics, which is why the use of combined
methods is suggested.

Among the traditional methods we have:

Among the current methods we can point out:

The Pedagogical Method:

This method will depend on how to acquire knowledge, what is the disposition or attitude of the
student or the reader and the resources or strategies used.

There are other methods called Active methods and they can be:
 1. The Project Method: This uses the participation of members of the school, family and
social context, through the planning of actions that respond to the interests of the children.
2. Directed Study: Its purpose is self-direction and self-control of learning, which is
significant, since it considers previous experience and adds new information to achieve
knowledge. It has certain advantages since the individual establishes his own learning pace,
saves time and replaces the family (he can study alone).
It is necessary to keep in mind that both traditional and current methods require constant
renewal and updating of the method and the teacher and that favorable conditions exist for their
application.

DIFFERENCE BETWEEN METHOD, STRATEGY AND ACTIVITIES

METHOD STRATEGY ACTIVITIES

Set of actions that are

carried out with the
Ordered set of operations Set of ordered actions participation of students and
through which a certain aimed at achieving whose objective is to
result is planned to be particular learning facilitate the learning of
achieved. objectives. certain content.

Teaching Strategies:
They consist of carrying out manipulations or modifications within a course or class with the
aim of facilitating the learning and understanding of students. They are planned by the teaching
agent (teacher designer of educational materials or software) and must be used intelligently and
creatively.

INDUCTIVE METHOD IN TEACHING READING

When a teacher uses the inductive method, students discover spelling rules and other basic
knowledge for themselves. There are many spelling rules that deserve to be introduced due to
the few exceptions and the frequent use they present.

To apply this method, the following steps must be followed:

 Observations by the student.

 Comparisons between what was observed.
 Generalization based on what was observed and compared.
Significant learning
Ausubel postulates that meaningful learning involves an active restoration of the perceptions,
ideas, concepts and schemes that the learner has in his or her cognitive structure. The student is
conceived as an active processor of information and says that learning is systematic and
organized since it is very complex and not simple rote associations.

The importance of meaningful learning in the design of strategies to teach reading and writing
lies in the fact that this type of learning is flexible since new information is related in a non-
arbitrary and substantial way to what the student already knows and one of the characteristics
of This learning is that it takes into account the motivation of the affective factors in the
students for the understanding and the efforts it requires.

Teachers must use a series of resources and methods to try to capture the child's attention and
interest in the process of reading and writing acquisition.

We must not forget that in early childhood and preschool age the acquisition of concepts and
propositions is carried out by discovery, for there to be significant learning we must teach
reading and writing with topics that have meaning and relationship using a vocabulary that is
easy to understand and consistent. at their level, since it has been discovered that children learn
to read and write as they encounter and interact with the written language, therefore, their
learning is closely linked to their experiences with what is written, as well as, to the need to
make use of reading and writing, and they learn to read and write in a similar way to how they
learn to speak and process the oral messages they receive, that is, the learning comes from the
exchange they establish with what surrounds them.

Learning results from a process of receiving information.

Learning is significant to the extent that it is generated in an environment and in conditions that
allow contextualization.

When the incidental process is used in spelling teaching, every opportunity that is presented
will be good to guide students in the correct writing of words.

The study of different subjects offers many opportunities for incidental teaching of spelling.

STRATEGIES FOR TEACHING AND LEARNING READING AND

WRITING
Strategies are specific ways of organizing our resources (time, thoughts, skills, feelings,
actions) to obtain consistent results when doing some work. Strategies are always oriented
towards a positive goal.

In the teaching and learning of reading, different strategies are used, some of which may occur
unconsciously, others however result from the study and experience of teachers who are
specialists in working with individuals (children and adolescents). .

Reading and writing learning and teaching strategies are techniques that make instructional
content meaningful, integrated, and transferable.

Strategies are referred to as a conscious plan under the control of the individual, who has to
make the decision of which strategy to use and when to use it.

Strategy instruction emphasizes the reasoning and critical thinking process that the reader
experiences as he or she interacts with and understands the text.
 Reading:
Interactive process that takes place between a reader and a text. The reader, taking advantage of
his or her prior knowledge, extracts information from a text with the aim of building his or her
knowledge.
Independent Reading:
Reading method in which each student reads a text silently by himself, with minimal support
from the teacher. It is an activity that must be carried out when students have achieved a certain
level of autonomy in reading.
Silent Reading.
It is what is done without emitting any sound or word. It is characterized by its functionality to
adapt to different purposes. Silent reading has the advantage of greater speed in directly
grasping the meaning of the reading due to the following:
 The reader does not mediate the meaning through an oral product.
 There is no need to encode what you read in oral language.
 He does not face the demands of enunciation and pronunciation of words.
 The reader can read at their own pace.
Silent reading also allows you to assimilate a greater amount of verbal information than oral
reading. This benefits the student not only as a better reader and enjoyment of reading, but also
in his or her academic performance in general because:

1. The teaching-learning process continues to be mediated through: speaking-listening,

reading and writing.
2. There is a correlation between spelling and reading performance.
3. Expands conceptual associations that facilitate composition.
4. Enrich the vocabulary.
Socializing Reading
It is one that allows or makes possible group relationships and collective communication.

It is done for the purpose of either developing skills or sharing common interests.

It has important advantages:

 Time is spent more efficiently

 Children learn from each other
 Share experiences
 They stimulate interaction and communication between students
Creative Reading
It is one that is carried out through creative activities in which the child enriches and socializes
his language, overcomes his egocentrism and values language as a means of communication.

Oral Reading
It is a form used very frequently by most teachers. It occurs when we read aloud.
Oral or expressive reading allows us to improve the pronunciation of the sounds that make up
words, as well as the rhythm or intonation of a text. In general, it contributes enormously to
improving our communication because it gets us used to speaking out loud in front of an
audience with ease and naturalness.

On the other hand, getting used to reading aloud can be developed in the younger years.
 When children review their lessons and homework at home, they also repeat this process,
which creates progressive difficulties, since reading aloud cannot be done always and in any
space.

Oral reading is a difficult activity even for adults because the person requires security in what
they are going to communicate to face a group and a lot of confidence in their group
management abilities to ensure that they listen in a participatory manner.

The practice of oral reading so common in schools can create slow readers for a world with so
much to read and increasingly less time to do it.

Charria and González point out with respect to this assertion that in school care must be taken
with oral reading activities, since children can get used to vocalizing when they read in any
circumstance.

The copy
It is a writing procedure through which the student reads a text, retains what he read in memory
and writes it immediately with complete fidelity.
Objectives that are achieved with copy
 Develop attention.
 Develop memory.
 Capture details without underestimating the whole.
 Form habits of order, accuracy, responsibility, cleanliness, economy.
 Develop writing skills and abilities.
Recommendations for successful copying
 Slice selection (Make complete sense).
 Moderate extension
3 to 4 lines 1st and 2nd grades.

4 to 8 lines 3rd and 4th grades.

8 to 12 lines 5th and 6th grades.

 Clear objectives: “why” and “what for”, copy.

 Reading, observation and interruption of the piece.
 Silent reading by students.
 Oral reading by the teacher.
 Oral reading by students.
 Making the copy itself.
 Correction and auto-correction of the copy.
 Auto correction.
The Dictation
It is a writing procedure through which the student hears a certain number of words from a
previously studied text, retains them in memory and writes them immediately with complete
correctness.
Goals
 Listen carefully.
 Retain what you read.
 Exercise the spelling difficulties studied.
 Exercise legibility and speed of writing simultaneously.
 Strengthen habits, abilities and skills.
 Train in self-correction.
Purposes
Dictation can be done for two different purposes:
 For diagnostic purposes.
 For study and recovery purposes.
For diagnostic purposes:

It is what the teacher does with the purpose of checking the deficiencies that the students
present in relation to certain aspects of writing or spelling.

For study and recovery purposes:

It is carried out by the teacher in order to impart knowledge, or in order to combat deficiencies
that have resulted from a diagnostic dictation.

Teaching Spelling
Spelling teaching as well as remediation can be done incidentally or through a systematized
process.
The combination of both resources is undoubtedly the most appropriate process to achieve
better results.

Through systematic teaching, both teachers and students study words with spelling difficulties.

The following steps are carried out in it:

 Diagnosis.
 Organize study and recovery plans.
 Spelling units are planned.
 Study schedules are met.
 Permanent evaluation of achieved performance.
Some Procedures for Teaching Spelling:
In order not to be routine, it is advisable to vary the teaching procedures with which it is
possible to keep the students' interest alive. Between them we have:

 Spelling units.
 Dictation for spelling purposes.
 The use of the dictionary.
 Spelling games.

CONCLUSIONS
Reading and writing is conceived as the fundamental axis of the school process, as it is the
initial and most important knowledge that is transmitted at school and constitutes the
instrument in the learning of other knowledge.

The reading and writing process uses a series of strategies that are nothing more than a scheme
to obtain, evaluate, acquire and use information.
 Learning to read and write represents a context within a continuous group of socialization
contexts related to them.

Related principles develop as the child solves the problem of how writing becomes meaningful.
Children come to understand how written language represents ideas and concepts that people
have, objects in the real world, and oral language in culture.

It is the mission of the children's school to carry out all the preparatory exercises for teaching
reading and writing.

10 TIPS TO STIMULATE READING LEARNING

Learning the reading and writing processes is one of the most important in people's lives,
with many nuances and multiple benefits. It is the basis for subsequent learning and is also
the engine for the development of thought, language, and intelligence. Mastering these
processes is a guarantee of success in studies and in life.

Building the learning of these processes is not a simple task. First of all, the little ones must
learn the arbitrary relationship produced between each letter and its sound, they must learn
to make strokes and master notions of orientation, but it does not stop there. Knowing the
letters, their sounds and knowing how to write them is not knowing how to read and write;
The little ones must take a step further and learn to understand the meaning of what they
read and give an adequate meaning to what they write.

It is essential to stimulate the little ones and guide them appropriately to facilitate and
enhance the construction of this learning. Since with this we give them the key to a magical
world of learning, knowledge and development, essential for their adult life.

10 TIPS TO STIMULATE READING LEARNING

1. Introduce the little one to the world of letters in a natural way. Don't force learning when
you are not yet ready. Let the little one look at the letters, try to trace them and ask about
them, but don't pressure them to learn.

2. Take advantage of the natural curiosity and interest of the boy and/or girl. Look for objects,
things, that interest the little one and take the opportunity to introduce them to reading. You
can use, for example, animals that he likes, toys, cars, characters, etc. At an early age, it
will be enough to show the child the written letters that make up the name of the animal;
Later we can read information about the animal with the little one, etc.

3. Show him that letters are continually surrounding us, that we are in a world of written
messages of various kinds. Use street signs, your written name, a shopping list, an
invitation to a birthday party, stories, etc. When faced with any writing, we will motivate
you by saying, do you want to know what it says here? Come with me and let's read it."

4. It uses motivating and meaningful activities for children as a way to build meaningful
learning. Try to find texts that interest you and awaken your motivation, for example if the
 boy or girl likes soccer, use the names of the soccer teams and players. Try at all times to
provide meaning to learning, when you teach the letters, do not show them in isolation,
teach the little one that together they form words and a message.

5. Avoid falling into repetition and boredom. Use different activities, try to make learning fun
through games.

6. Part of the daily experiences of children. In order for them to understand the importance of
reading and writing, they must see it as something important for their daily lives. To do
this, you can use the instructions of a game, the explanations for assembling their bicycle,
etc.

7. Make them lose their fear of letters and value what they mean and what they can do with
them. To do this, show them at all times the meaning of the letters, how they form words,
how they form phrases and how with all this we can create messages. Let them follow their
own learning pace, do not try to force them to understand too many letters, it is better that
they build learning little by little without fear and with enthusiasm. Teach them that they
can do multiple things with reading and writing, you can use mobile phone messages for
example, you will awaken their interest and find meaning.

8. Serve as an example. If you want them to read, make sure they see you read. Always have
books and written texts within reach.

9. Read aloud to them. It is a way of making them understand what the writings convey to us,
you instill in them a taste for reading and you get involved with them in the process.

10. Be patient with the little ones; When they write or read, if they make mistakes, do not make
the learning situation traumatic for them. Don't let them give up but use patience and
understanding.