The Processes of Learning to Read in Children: Conceptual and Theoretical Developments

We publish in this article a theoretical view on the development of the concept of reading, from the narrative historical perspective to the various definitions of reading according to the views of ancient Arab researchers such as Ibn Manzur in the book Lisan al-Arab and Khalil Ibn Ahmad al-Farhadi in the dictionary of Al-Ain and other contemporary researchers who They were interested in reading and its learning processes in the child, and they developed scientific cognitive models for the stages that the newly-educated child follows, and this is from the advanced stages of pre-scheduling to the first stages of the primary stage. The process of reading in its entirety includes two processes: recognizing the symbols written in the text, and understanding the reading or the text in its entirety, and for the second process, which considers the end of reading related to the first basic process. Accordingly, it is not possible to achieve the ultimate goal of reading without good control in linking the phoneme-grapheme compatibility smoothly and achieving two basic elements of the process of recognizing written words, namely the accuracy of reading and the effectiveness of reading, and reaching the desired goal of reading so that the latter achieves the self and cognitive benefit of the child.