Teaching is more than a technical process; it is a complex human process in which the teacher’s knowledge of the reading and learning process intersects with his or her knowledge of the needs, interests, and individual characteristics of learners. (Alan E. Farstrup, 2002)
“Reading is a highly complex process. Each reader builds a system for processing texts that begins with early reading behaviors and becomes a network of strategic activities for reading increasingly challenging texts” (Fountas & Pinnell, 2009, p. 1). Children must learn how to use visual information, language structure, and the meaning of the text as they problem-solve. This does not come easily to every child. Some children are at risk of reading failure, even in a classroom with a strong educator and a balanced framework for literacy instruction.