What Reading Does For Mind

1. What Reading Does For Mind The work of Cunningham and Stanovich on literacy research has positively contributed to my understanding of the importance of reading. It has made me realize the following. Firstly, besides one giving meaning to whatever he/she is reading, this act has cognitive advantages. Thus, the children that independently read volumes of books have richer vocabulary, and are familiar with complex syntactic sentence structures, compared to those that rely on television and speeches from people or the information, which they have learnt in class. Print references are likely to have more interesting phrases by contrast to oral sources. As the research indicates that oral speech is lexically impoverished with the average frequency of words hitting as low as 400-600 range in the ranks. Moreover, through dealing with paper resources, children are exposed to rare words that are primary for the enhancement of their vocabulary. It is, therefore, important to invest in reading printed material because it is the best archive for infrequently used phrases and collocations as well as new lexis. Secondly, reading comes with consequences that are reciprocal in nature. Writers liken reading achievement to a statement of “rich get richer and poor get poorer,” or the “Mathew effect” concept.The latter is used to compare the reading accomplishments of various readers. Incompetent ones experience more difficulties in spelling lexemes than those who have mastered the skill. When a person has a slow word recognition speed and ability, it is an indication of insufficient cognitive development. Such students cannot put meaning to their reading. Therefore, they tolerate and adopt a wrong attitude towards books managing. Hence, this has profound consequences on the future cognitive needs of the youth. The children who read in their early development stages as they grow up have better reading abilities, verbal intelligence and broad general knowledge about the world than those with poor reading habits. Thus, "the Mathew effect" is a practical outcome of reading practice. Thirdly, cognitive effects are exponential in nature to avid readers. Their vocabulary, general skills and comprehension are always increasing with the volumes of reading. Despite just having such an ability, reading is also a source of cognitive differences. Covering many volumes contributes largely to verbal fluency and common erudition as the reader advances from one grade to another. People who possess a reading culture have more contents of directive knowledge regardless of their natural potential. Such individuals are most likely to be cognizant of conventional matters of the world, for instance, the working process of a carburetor even though they may not have any experience with cars. Besides, the general awareness of the information that one acquires in his/her early stages of life is transferred later in old age as such data is hard to forget. Therefore, avid readers will have more background knowledge in spite of their age bracket. The cognitive ability to capture comprehensive overview is induced by little exposure to books and any other printed materials. Watching television is one way of acquiring information, but it is not adequate. American students, including those in the top schools, score badly for general knowledge tests. The new words and extensive vocabulary help in maintaining valuable difference between things in the world where we live. As the society advances, good readers will grow in their decoding, erudition and verbal skills because without such lexical tools, one is severely disadvantaged in attaining their goals. Reading is one lasting solution to students with deficient verbal skills. For teachers, cultivating a literary culture is the only way to help the learners with poor speaking abilities. Tony Logan is a talented writer at https://premiumqualityessays.com/buy-memo-essay. He likes to depict his thoughts on the paper.