Learning is determined by the intricate network of connections between your brain cells, or neurons. One neuron sends out a signal through its transmitting synapse, and over in a different area of your brain, another neuron picks up this signal through its receiving synapse. Experience plays a significant role in determining which neurons fire and which don’t. Therefore, the more reading experiences the young child receives the more neurological connections mylenate. Once connections have been forged, the brain is designed to protect these connections by insulating them with a substance called myelin.

This protection ensures that the brain doesn’t have to keep relearning things already learnt, such as eye- hand coordination or the name of your mother. But this myelin coating is not without its costs. It

actively hinders synaptic growth. This is why a brain injury suffered in adulthood prove much more persistent than those suffered in childhood, and why learning a foreign language is much easier at five than it is a thirty-five.

Since learning is directly correlated to the intricate network of connections between your brain cells, or elongating these neurons through repetitive cognitive exercise is beneficial, especially for the young child. Exposing the young child to the letter sounds at an early age and continually reinforcing learning through practice reading builds a strong foundation for all future learning. Most of your learning should be targeted toward those areas where you have already achieved some level of mastery. We krnow this to be true since building on previous knowledge promotes knowledge where synaptic branches are already thick and strong.

If a child masters reading at an early age they are more confident in all areas of learning. Knowing how to read (decode) energizes a child and challenges them to learn even more. The more reading skills a child learns, the more well-rounded a child will become, and thus the greater likelihood of achieving academic excellence. At the Montessori Academy we focus on this understanding by implementing a quality pre-reading program for our primary students. Each child isassessed within the first two weeks of admittance in the classroom. The child’s teacher will gain a thorough understanding of the child’s ability from the assessment and then will apply a tactical program in order to move the child towards mastery. After initiating a program the teacher continues to monitor the child’s progress in order to effectively guide. This occurs several times throughout the year. However, if a child is not progressing the teacher notifies the curriculum director in order to ascertain the correct method of guidance.

When you learn to read well it increases your self-confidence, optimism, positivity, and feeling of being in control. Reading well increases your self-assurance. Cognitive psychologists label it self-efficacy in reading. Self-efficacy is not the same as self-esteem. Self-esteem refers to your general feeling of worthiness, whereas, self-efficacy is not a general feeling, but rather is always tied to a specific activity. Therefore, we must always consider the needs of the child and for his hope in future academic achievement by assuring he has the very best reading guidance during the early years. Reading is the gateway for all future learning. f a person is able to read they can learn anything on their own. Understanding and applying these thoughts are paramount at the Montessori Academy and is a goal of every teacher in our program.