According to the Ontario Government (2003), the acquisition of language is natural, but the process of learning to read is not—reading must be taught.
This model also believes that adults should allow the child to witness reading behaviors, such as holding a book properly.
It is also important for adults to model these behaviors in an environment that is free from criticism (Matthews, Klassen and Walter, 1999).
Phonics: This approach involves teaching the correspondence between graphemes (spelling patterns) and phonemes (sounds).
Both internal factors such as genetics and environmental aspects such as school atmosphere can influence a child's readiness for reading.