Transcript Fundamentals of Reading Instruction

FUNDAMENTALS OF
READING INSTRUCTION
Presented by: Ashley Hughes
Five Components of Reading Instruction
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Research states that there are 5 essential
components of Reading Instruction: (NCLD, 2010)
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Phonemic Awareness
Phonics
Fluency
Vocabulary
Reading Comprehension
Phonemic Awareness
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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
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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
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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
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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,
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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
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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
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Article: Reading Instruction Checklist
National Center for Learning Disabilities
www.ld.org