Children begin by mastering alphabet recognition, an essential pre-reading skill. This involves more than just knowing the ABC's. They need to know the name of each letter in random order and be able to identify letters quickly. Teachers use alphabet charts and flash cards to drill the students. Kindergarten children are frequently involved in letter-naming activities in the classroom.
Phonological awareness is the next step in the reading process. Along with letter naming, children learn how to recognize letters in texts. Phonics is the official instruction in sound-based reading. Children learn to associate the letter with a specific shape and a sound. They become more proficient as they encounter more print in school and at home. Children learn to isolate beginning, middle and ending sounds in words and blend these sounds into words.
Fluency is the ability to read words accurately, with expression and at an appropriate rate of speed. The focus of most of the kindergarten year is phonics, but fluency instruction is important. Teachers need to instill good reading habits, and they do this by modeling fluency frequently. Kindergarten teachers spend much time reading aloud to the class and demonstrating concepts of print awareness like reading left to right, pausing for punctuation, and adjusting tone of voice to express excitement, sadness and other emotions.
Comprehension is regarded as one of the main goals of reading instruction. Children need to understand what they read. Understanding should include knowledge of basic facts like characters, plot and conflict. Higher-level comprehension encompasses thinking about why characters do certain things and connecting the story to their own life experiences or others they have heard about. Kindergarten teachers focus on basic comprehension but do challenge students to think about the story beyond the information that is given in the book.