I was interested in the example of a child learning to ride a bicycle which May and Rizzardi used. (p170) She had repeated to try to ride a bicycle even thogh fell off the seat twenty times then finally she learned. She said the joy of the first ride is exhilarating. In a similar way, we do not teach children to speak by having them repeat syllables until they can put together a whole word. Reading is a cognitive activity that must be learned in a brain compatible way. The reason is human like stories.
Sometimes I met many Korean old teachers who are teaching phonics very efficiently to high graders as like 4th or 5th students. Their cognitive level is able to help them understand the rule of phonics very well and actually they can read English within 1-2 months after they started learning English. But I'm not sure they understand a whole story or long sentence as much as they can make pronunciation.
Emergent literacy instruction is most beneficial when it begins early in the preschool period because these difficulties are persistent and often affect children's further language and literacy learning throughout the school years. Promoting literacy development, however, is not confined to young children. Older children, particularly those with speech and language impairments, may be functioning in the emergent literacy stage and require intervention aimed at establishing and strengthening these skills that are essential to learning to read and write.
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