QUITAIN, Czarina Therese - BSED-EnG 2-1 - Module 2 - Activity 3

QUITAIN, CZARINA THERESE G. DR.
CECILIA REYES ALAGON

BSED-ENGLISH 2-1 NOVEMBER 5, 2021
Module 2: Activity 3
Explain why reading in English is more difficult than reading in some other
languages.
English is the hardest European language to learn to read, despite being the world's
lingua franca. After Standard Chinese and Spanish, English is the most widely spoken
language in the world and the third most commonly spoken native language. It is the most
extensively studied second language, with around 60 sovereign states using it as their official
language or one of their official languages. English is a non-tonal language. As a result, it has
a radically different sound from tone languages like Chinese or Vietnamese. Pitch is used to
identify word meaning in tone languages. Changes in pitch are used to highlight or show
emotion in English, not to provide the sound with a different word meaning.
There are approximately 20 vowel sounds (12 pure vowels / 8 diphthongs) and
approximately 24 consonant sounds in standard English. Speakers of languages with fewer
vowel sounds have a hard time identifying words like sit and seat, pull and pool, and food
and foot. The consonant clusters in many English words in the same way: strength; splash;
chronicle. Such words may be pronounced with an extra vowel sound or without the syllable
altogether by non-native speakers. Individuals who do not need to utilize the tip of the tongue
to generate words in their original language will have difficulty pronouncing English words
like thin, garments, thirteenth, months.
The unpredictable connection between word sound and word spelling is a final aspect
of English that is extremely challenging for some native speakers and non-native learners
alike. In contrast to 'phonetic languages' like Turkish, it is often impossible for learners to
predict the spelling of a word they first hear spoken or the pronunciation of a word they first
read.
Hundreds of millions of people all over the world study English. Many of them,
whether adults or children, enroll in an English-language course. English is usually
recognized as one of the hardest languages to learn. It is difficult for both learners and native
speakers due to its inconsistent spelling and difficult grammar. Mark Pagel, a language
diversity expert at the University of Reading, recognizes the irony of English being the most
difficult to learn but being the universal lingua franca. He claims that English's supremacy is
due to historical events rather than any inherent superiority of the language.
Many children come to school without the prerequisite skills for reading. What are
these skills and how might educators influence their acquisition?
Although each kid develops at their speed, there are some reading readiness abilities
that children develop at a consistent and predictable age. These preschool pre-reading skills
can alert parents and caregivers to any reading skills that may require extra attention as a
child's development is followed. Phonological and phonemic awareness, phonics and
decoding, fluency, and print concepts are widely recognized as foundational reading skills.
Syllables and words are formed by combining phonemes, the smallest elements that
make up spoken language. The association between letters (or letter combinations) in written
language and individual sounds in spoken language is referred to as phonics. Phonics
instruction teaches learners how to read and spell words using these relationships. The ability
of a pupil to focus on and modify phonemes in spoken syllables and words is referred to as
phonemic awareness.
Comprehension and vocabulary growth are inextricably linked. The easier it is to

understand the material, the broader the reader's vocabulary (oral or written). Vocabulary can
be picked up by accident while reading a book or listening to others, and it should be taught
both direct and indirect ways. Students should participate actively in education that includes
acquiring vocabulary before reading, repetition and numerous encounters, learning in rich
situations, experiential learning, and the use of technology.
Fluent readers can read aloud with the necessary speed, accuracy, and expression.
Fluency is defined as the ability to read as fluently as we speak and to comprehend material
without having to stop and decode each word. Finally, comprehension refers to the multi-step
cognitive process that readers go through to comprehend what they've read. Comprehension
relies heavily on vocabulary growth and instruction.
Reading is a talent that pervades all aspects of the curriculum. It is also an integral
aspect of language acquisition. Teachers must stress all types of reading, particularly critical
reading, which includes reading between and beyond the lines as well as reading on the lines.
Teachers can teach phonics to beginning readers and assist them in appropriately
pronouncing the sounds of letters and words. They should also encourage writing in primary
school because it is closely linked to the reading program. They can educate children how to
detect new words through syllabication. Students may receive special support in selecting
reading materials based on their age, time, and capacity, as well as determining their reading
levels. They must understand that they must play a significant role in motivating and
engaging learners to become passionate readers.

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QUITAIN, CZARINA THERESE G. DR.

CECILIA REYES ALAGON

Comprehension and vocabulary growth are inextricably linked. The easier it is to

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