Word Recognition, Reading vs Comprehension

Being able to recognise words and read sentences does not necessarily mean children can understand what they read. Being read to often also does not mean the child will be stronger in his ability to comprehend stories.

It is a misconception that we should only teach comprehension skill after the child can read and write. In fact, intentional instruction of comprehension skill before the child can read hugely benefits his acquisition of vocabulary and development of reading skill.

At From Tiny Acorns, we expose students as young as 4 years old to rich spoken language, carefully selected stories as well as engaging and interactive activities designed to encourage students to connect, question and infer. Such practices strengthen children's ability to comprehend what they are read to, which in turn accelerate their ability to read. 

Older students learn more advanced comprehension strategies such as summarizing and synthesizing as they are exposed to reading materials of different genres and increasing difficulty. 

Readers can’t understand what they hear, read, or view without thinking about what they already know. To comprehend, learners must connect the new to the known. Kids must be prepared not only to think about what they already know but also to revise their thinking when they encounter new and more accurate information.

Consistent exposure to our Bright Minds Lapbookers and Chinese Lapbookers programmes ensure our students become competent and motivated readers of both English and Chinese.

Learn more about our programmes:
Bright Minds Lapbookers (age 4 to 10 years)  http://bit.ly/2r3Q3ot
Chinese Lapbookers (age 4 to 10 years)   http://bit.ly/2u5qSSK