Molecular Characterization of Animal Feeds Obtainded from Retail Stores in Benin City, Edo State

Human use a variety of method to communicate with each other Verbal and written languages forms are the most effective tools of communication. Generally, through he development of these language skills children are able to express their wants and needs as well as give and get information, also, express their feeling and understand how others feel. It is also through language that children are controlled and learn to control others. Before formal schooling, children naturally acquire listening and speaking skills with minimal instruction. By interacting in a language-rich environment, they grasp basic grammar by early childhood. Thus, before school, they are already familiar with the five core language levels: phonology (sound system), morphology (word formation rules), syntax (grammatical structure), semantics (word meaning), and pragmatics (appropriate usage). In-childhood development and as toddlers the basic language sills speaking, listening, reading, and writing are interrelated every daily routine and activities provide reading opportunities for toddlers, Just like children at this age enjoy scribbling, so also they make eager frantic efforts to reed Especially it they are engaged in pictures (colored) books most of such books have their content as fairy tales, old favorite story books and nursery rhymes They usually have text and simple characters in these books as t helps them understand and share experiences they also have had. Story books are read to children in groups or as individuals, children enjoy these stories read to them over and over again. From being read to, children tends to develop their own understanding of books. For instance they know that books have beginnings, pages are turned one after the other, and when the cover of a book is closed, the book is put away. Also when poetry is recited rather than read, children take more interest. All of these are pre reading skills and activities that children are engaged in even as toddlers. Learning to read is not something that happens immediately. It is a gradual process, especially in the context of total language experiences. In this regard cognizance of developmental factors came to play. This is against the background that developmental factors such as perceptual, cognitive, language, affective and environmental /experimental may affect learning to read, In other words, having developed or not developed any one of these factors does not necessarily determine a child's ability to learn to read. More importantly, because reading is a complex process and interrelatedness of the components seems to affect a child's progress in reading. A child with poor health, visual impairments, delayed speech, or other physical challenges may require special attention when learning to read. Similarly, a child struggling to associate printed and spoken language or recognize letters and sounds may face reading difficulties. Such children may need practice in focusing, attending to details, and developing observation skills. Reading, as a cognitive process, involves comprehension, problem-solving, and reasoning, all of which require intellectual capacity. A slow learner may struggle more with reading than intellectually advanced peers. These children may have had limited opportunities for speaking as preschoolers and, as they engage in reading, may need more dialogues with adults and peers both in and out of school. Beyond physical well-being and cognitive development, a child's emotional growth is equally important. A child may be linguistically skilled, intellectually ready, and physically capable but still struggle with reading. Ultimately, a child's self-perception, attitude toward school, and interactions with others can significantly impact their ability to learn to read. Finally, children's early reading experiences will make more meaning if they are provided with pre reading materials and activities. So far, the focus has been on pre reading experiences as a beginning stage to actual reading when we can describe the learner as an emergent reader .But let us firstly look at what reading entails. Reading is about understanding written text. Reading is a complex activity involving both perception and thought. It consists of two key processes: word recognition and comprehension. Word recognition involves understanding how written symbols correspond to spoken language, while comprehension is making sense of words, sentences, and connected text. Knowledge within the text and various strategies aid in understanding written material. Learning to read is a crucial educational goal, as it expands a child’s access to knowledge and shapes their future. According to McIntyre et al. (2011), children who lack reading skills may struggle in life, while proficient readers tend to perform better in school, including subjects like mathematics and science. They also develop a positive self-image and are more likely to succeed in college with broader world knowledge. Similarly, Reid (2003) notes that individuals with reading difficulties often face discrimination, low self-esteem, and challenges in securing meaningful employment.