what is the connection of language to reading?
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I am not sure what kind of reply you are expecting... but here is a very general one. \nIf you are talking about mother tongue, then I would say the connection is that the wider your spoken vocabulary is, the more you can undersatand in reading. Which means you don't have to stop every time you read an unknown word. On the other hand, reading is known to improve spoken language. For instance, I have learned in pedagogy classes that if a child reads only 20 minutes a day, he will most probably learn around new 6 words just by grasping meaning from the context, and even more words if he searches for the unknown words in the dictionary.  \nIf you are talking about a foreign language, it is quite obvious that the better proficiency you have in that foreign languge, the faster you can read. And all the above things I said go the same here too. Reading improves spoken language, by increasing the active vocabulary of a person.
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do you mean of reading comprehension? If you do then reading comprehension is the ability of a person to understand what they are reading. They can read the words, but dont understand what they are reading about. I hope you understood that...if you know what I mean.lol
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Reading novels with a dictionary to help you to translate the words you don't understand. I'd rather start with some interesting articles.
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Please read N. Chomsky.\n\n   It develops through culture between imitation of parents, sounds and language is important to have thinking process in the brain. Language develops with ludic (games), with socialization of the self with other´s and that prodces that language makes the individual someone independent from out the  social context, but at the same time accquires skills to be himself or herself.\n\n   Language is important because of the symbolic approach it has and the relation with meaning and personal feelings. Its been said that girls do develop quicker in language than boys, most of the time is true.
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I think they you need to balanced in your approach. Phonics are the absolutely necessary when learning to read and write. But that doesn't mean that it's all you teach. Students need an opportunity to read and interact with high quality literature. Reading interesting and relevant material motivates students to want to read more and learn more (at least that's what I think).
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A friend of a friend of mine (unreliable, I know) had reading comprehension problems.  After a number of tests, they discovered that the problem stemmed from a sort of sensory overload.  The solution was for her to read text through a red filter.  It sounds a little wacky to me, but if it worked, that's kind of cool.  I hope that helps some.
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C- The Interactive Approach (Rumelhart, Stanovich, Eskey)\n\nFor those reading theorists who recognized the importance of both the text and the reader in the reading process, an amalgamation of the two emerged the interactive approach. Reading here is the process of combining textual information with the information the reader brings to a text. \nThe interactive model (Rumelhart 1977; Stanovich 1980) stresses both what is on the written page and what a reader brings to it using both top-down and bottom-up skills. It views reading is the interaction between reader and text. \nThe overreliance on either mode of processing to the neglect of the other mode has been found to cause reading difficulties for SL learners (Carrell 1988, p. 239) \nThe interactive models of reading assume that skills at all levels are interactively available to process and interpret the text (Grabe 1988). \nIn this model, good readers are both good decoders and good interpreters of text, their decoding skills becoming more automatic but no less important as their reading skill develops (Eskey 1988).\n\nAccording to Rumelhart's interactive model: \n1- linear models which pass information only in one direction and which do not permit the information contained in a higher stage to influence the processing of a lower stage contain a serious deficiency. Hence the need for an interactive model which permits the information contained in a higher stage of processing to influence the analysis that occurs at a lower stage. \n2- when an error in word recognition is made, the word substitution will maintain the same part of speech as the word for which it was substituted, which will make it difficult for the reader to understand. (orthographic knowledge) \n3- semantic knowledge influences word perception. (semantic knowledge) \n4- perception of syntax for a given word depends upon the context in which the word is embedded. (syntactic knowledge) \n5- our interpretation of what we read depends upon the context in which a text segment is embedded. (lexical knowledge)\n\nAll the aforementioned knowledge sources provide input simultaneously. These sources need to communicate and interact with each other, and the higher-order stages should be able to influence the processing of lower-order stages.\n\nAccording to Stanovich's interactive-compensatory model: \n* Top-down processing may be easier for the poor reader who may be slow at word recognition but has knowledge of the text topic. \n* Bottom-up processing may be easier for the reader who is skilled at word recognition but does not know much about the text topic. \n=> Stanovich's model states, then, that any stage may communicate with any other and any reader may rely on better developed knowledge sources when other sources are temporarily weak.\n\nTo properly achieve fluency and accuracy, developing readers must work at perfecting both their bottom-up recognition skills and their top-down interpretation strategies. Good reading (that is fluent and accurate reading) can result only from a constant interaction between these processes. \n=> Fluent reading entails both skillful decoding and relating information to prior knowledge (Eskey, 1988).\n\n<=> Reading is a bi-directional process that concerns both \nthe Reader & the Text. \nThe level of reader comprehension of the text is determined by how well the reader variables (interest level in the text, purpose for reading the text, knowledge of the topic, foreign language abilities, awareness of the reading process, and level of \nwillingness to take risks) interact with the text variables (text type, structure, syntax, and vocabulary) (Hosenfeld, 1979).\n\nhttp://www.sabes.org/resources/fieldnotes/vol10/f02abrah.htm\n\nAccording to Joanne Devine (1988), one thing needs to be taken into consideration: readers' internalized models of the reading process are extremely important. There is convincing evidence that readers do indeed have internalized
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click here:http://en.wikipedia.org/wiki/Reading_comprehension
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Tough question. And hard to explain. Indeed, something that has been discussed for over two thousand years.\nGoing to the basics of contemporary linguistics, Ferdinand de Saussure made a distinction between language and speaking (even though they depend on each other)or langue et parole in french . He considered language the conventional system used for communication and speaking as the personal uses, changes and meanings for an individual. When this personal changes or intermissions from other languages get to the conventional system, language is modified; so, we make use of the system and we modify it from the inside.\nThis is a theory brought up in the beginning of 20th century and has been largely discussed and changed over the years; still, it sets some general characteristics of language.\nIn any case, as language is something we can not grab on the entirely as it is constantly modifying, we could even believe that has a life of its own, which sounds to "mystical" for me: I'd rather believe it flows as we flow.
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both and neither. it teaches phoenetics. a form of word identification that leads to being able to read. some kids are site readers in which they more or less memorize words rather than why they are pronounced the way they are. teaching phonics by itself backfires b/c kids try to spell words how they sound and the english language doesn't work that way. A good combination of phonics and site needs to be taught for any real gain.
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Improve Reading Skills By Building Word Recognition Skills. Increasing the number of words that a reader can recognize effortlessly and without thought. Words that can be recognized effortlessly and without thought are words that that reader can recognize automatically. \n\nThe logic behind building automatic word recognition skills is based on the ideas that words that are recognized by thinking about them makes reading a laborious process. This can cause increasingly greater difficulties as a student moves into junior and senior high school where the reading load in subject matter areas such as science, math and social studies greatly increases. \n\nIf word recognition for a large number of words can be made "automatic", then reading will be easier and a reader will be more likely to keep up with peers as reading load increases. A reader with a large sight vocabulary will be able to instantly identify words without having to sound out the words. Instant word recognition by sight greatly increases reading fluency and reading comprehension. \nSkill Builder Module Intervention Sets For Overcoming Reading Problems And Improving Reading Comprehension \n\nAt the end of a practice session a graph appears showing time per page and overall accuracy (percent correct). Each practice session is added to the graph so your the child will see accuracy increasing and time decreasing with practice sessions. \n\nWe offer a number of Intervention Sets from grade 1 to adult, for use with our Skill Builder Module. With Skill Builder practice, a reader will almost always show very dramatic improvement. This is a great confidence boost, positive feedback to continue practicing.
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Read outloud as we make our children do. It will improve your reading and speaking. Listening will come with a better understanding of English. Writing goes with reading. Your writting will improve the more you see how things are written when you read.
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I always tell people that schools really not teach us to read. They teach word recognition. To read a person "Reads" it like breathing. When we see words, we automatically read what they say. Take a Message Board. When I see one the first time I stop and read everything on the board. The next time I walk by, I can scan the board for new posts and read only those. In a Doctors office I scan what magazines say on front and pick the most interesting to read as I wait, even if, it a Cosmopolitan. With this said; the characteristics of reading; Is actually reading, checking yourself on comprehension of what you read and retention of the material.
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I grew up hard of hearing and have become progressively deaf.  I was fortunate in learning English in those formative years.  But the experience of someone who grew up deaf is very different.\n\nThe first thing to understand is that the printed word is a encoding of the auditory word.  People do not learn their first or native language by first experiencing it in print.  Print literature represents an auditory language.  Native users of the language represented in print literature must learn to decode the printed word, using their native abilities.\n\nPeople who have grown up deaf without direct auditory access to the dominant language are at a disadvantage.  They will learn to read and write the dominant language (if they do) as a second language.  Their ability to do so will be much stronger if they have a strong, solid language foundation.  American Sign Language can give them that.\n\nI recommend reading "Raising and Educating a Deaf Child" by Marc Marschark.  It is available at Amazon.  Visit Marc's website.  I have used in text in teaching about these issues.\n\nKen
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because it's up to the reader to interperate it. different people might find different meaning in the same set of words.
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Talk by Noam Chomsky:  http://www.chomsky.info/talks/20040517.htm\n\nPress release on computational biolinguistics:  http://www.eurekalert.org/pub_releases/2002-09/cmu-na092702.php\n\nBiolinguistics: Exploring the Biology of Language, book by Lyle Jenkins\n\nVariation and Universals in Biolinguistics, book by Lyle Jenkins\nStructure & Processes of Expression with General Intro. to Biolinguistics\n\nStructure & Processes of Expression with General Intro. to Biolinguistics, book by Clarence L.; Muyskens, John H. Meader
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Tips:  It allows for effective communication.  It allows for personal expression.  It leads to the ability for written communication and expression.  Hope this gets you started.  It opens the way to reading.