a. Background Experiences
In simple terms, experiences supply the child with the raw materials he must organize and manipulate as he goes through life. From infancy onward the child is
constantly bombarded with the stimuli from the environment. He learns to cope with those stimuli by classifying and cataloging them for future reference. Through a
process of noting similarities and differences he develops concepts and an understanding and relationship between and among concepts. As this organization and
environment develops, so does the child’s understanding of the world and the place in it.
As he reads, the child decodes symbols on the printed page that trigger understanding he has develop about life. Those understanding are the result of
firsthand and vicarious experiences. When the printed message relates to experiences he has not had, the child fails to comprehend. He may even be able to pronounce
every word on the page, but if the experiences that give personal meaning to the topic or idea are lacking, the child cannot bring understanding he does not have to the
reading.
b. Language Abilities
The one who have a basic knowledge of English in order to read it. Semantic and syntax are important to the delivery of meaning. As a reminder, the
semantics of a language are refers to the meaning of words, syntax refers to the way words work together.
When children first learn to read it is the semantics of their language that typically gets the greatest attention. The fact that the word meaning varies and in turn
affects the meaning of a sentence or paragraph is so obvious it cannot be overlooked.
c. Thinking Abilities
As we read the text we are in the process of thinking. We asked to see relationship while we are reading, to make comparison, to follows sequent of events,
and to engage in any number of similar mental operations, so it should hardly seem necessary to persuade that reading involve thinking.
As the child grows and mature, her way of ordering of observations changes. More and broader experiences with the objects and people explain this change, in part,
but the child also grows in ability to deal with abstraction. The child is able to move
from the here and now to the past and to the future. The child can move from the concrete to the abstract and from the specific to the general. It appears that every child
reaches these more advanced stages of thinking via the same route.
d. Affection Interest, Motivation, Attitudes, Beliefs, Feelings
Kategori