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Published byLetitia Brook Boone Modified over 8 years ago
FUNDAMENTALS OF READING INSTRUCTION Presented by: Ashley Hughes
Five Components of Reading Instruction Research states that there are 5 essential components of Reading Instruction: (NCLD, 2010) Phonemic Awareness Phonics Fluency Vocabulary Reading Comprehension
Phonemic Awareness Phonemic awareness is knowing that words are made of individual sounds and being aware of and able to manipulate these sounds, which are called phonemes. (For Example: /s/ in /sit/) Children should: Rhyme (the fat cat Pat) Pick out syllables in spoken words (Su-san) Know the first and last sounds in a word (ran, can; sit, it) Separate the sounds in a word (/s/-/i/-/t/) Teaching sounds along with the letters of the alphabet will help develop phonemic awareness,
Phonics Phonics is the relationship between sounds and letters. Children must understand that letters are representations of sounds before they can learn to read. (The relationship between written letters and spoken sounds.) A (Apple) B (Ball) C (Cat) Phonics instruction helps teach children letter-sound correspondences.
Fluency Fluency is the ability to read a text accurately and quickly. Fluent readers do not have to concentrate on recognizing the words, they can focus their attention on what the text means. Fluency builds a bridge between word recognition and comprehension Increase Fluency Increase Comprehension
Vocabulary Vocabulary is knowing words and knowing what they mean. There are four types of vocabulary: listening vocabulary, speaking vocabulary, reading vocabulary, and writing vocabulary. It is easier for beginning readers to read words that are already part of their oral vocabularies.
Vocabulary continued… Students should engage in activities, such as, Word play (For example: "When you use glue in class, it paste to be careful.“ (PUN)) Do research into the history of a word Search for examples of a word in their everyday lives (For example: read signs or cereal boxes)
Comprehension Reading comprehension is being able to understand, remember, and communicate what has been read. Reading to learn subject matter does not occur automatically once students have learned to read Strategies for taking the meaning from text need to be taught. Students need to be taught how to make sense out of text and how to construct meaning.
References Article: Reading Instruction Checklist National Center for Learning Disabilities www.ld.org
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