Summary: The Importance Of Reading And Printing

1. Introduction

The importance of reading and spelling is very crucial in learning how to read and write. Between the ages of 3 and 5 years old the child starts to imitate some sounds (WESTWOOD, 2008), and from this on the development of this ability is crucial to the individuals. According to Johnson (2013), if students cannot read fluently, they will have a difficult time comprehending the reading. If students cannot comprehend the reading, those students will have a difficult time obtaining an education and leading a successful life.

1.1. Language

Language in its full extent, means any way or method, by which all that passes in the mind of one man, may be manifested to another (ALDEN, 1824). Also, there are two kinds of language: the

Spelling

According to Kress (2000), spelling, like punctuation, is a system that is productive of meaning. Both are, however, subject to very close regulation spelling more so than punctuation and so the meaning-making potentials of either of these systems are not readily visible. Spelling and punctuation seem as though they are ‘just how we do things '. The rules of spelling seem to be no more than means of enforcing and observing conventions.

According to Westwood (2008) spelling is a complex skill and relies on a number of integrated perceptual, cognitive and linguistic sub-skills and processes.

Robins and Precious stone (2017) passes on that alphabetic written work isn 't and can 't be a correct portrayal of the succession of sounds or even of the grouping of unmistakable sounds in the talked types of words and sentences. In addition, spoken forms are always changing over the centuries, whereas writing, particularly since the invention of printing, is very conservative. Written language is acknowledged to be the most complex form of language that children must acquire (WESTWOOD, 2008)

Summarizing, spelling could be defined the sounds of spoken language but not necessarily the exact representation of the spoken

3.1. Pre-phonemic.

Typical period of development: +3 years to 5+ years.

The child imitates writing by copying and inventing random letter sequences. Uppercase letters are used more often than lowercase letters. The letters have nothing to do with the sounds in the words. Often, the most frequently used letters are the letters in the child 's own name, and it is likely that children are often exposed to written names from early ages (Treiman, Kessler & Bourassa, 2001).

3.2. Early phonetic

Typical period of development: 4+ years to 6+ years.

The child begins to use incidentally acquired knowledge of letter names and sounds in an attempt to write words (for example, yl-while, lefnt-elephants erpln-aeroplane; rsk ask). Consonants are used much more consistently than vowels. The creation of invented spellings by young children is considered to be an indication that they have started to develop awareness of the internal sound structure of spoken words and how these units can be represented in print (Ehri, 1989; Silva & Alves-Martins, 2003; Tangel & Blachman, 1995). The child is, however, about to enter Stage 3, phonetic stage (Peter Westwood,