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¶ … 2000, the National Reading Panel developed and publicized a report that included give critical areas that need to be addressed in order to provide effective reading instruction: 1) Phonemic awareness, 2) Phonics, 3) Fluency, 4) Vocabulary, and
Comprehension (National Reading Panel, 2012). Too, we must realize that not all children become phonemically aware at the same age or grade level. Some preschool children can segment and even understand multi-syllabic words, which some even in 2nd grade cannot. However, using the 5 basic steps, it is possible to provide a standards-based program that logically defines and emphasizes basic reading skills (Neuman and Dickinson, 2006). We can think of each portion of the 5 steps as building blocks towards fluency, with one logically contributing to the other through a series of exercises, drills, and finally mastery of each level.
Phonemic Awareness -- Is the ability to notice and cognate discreet sounds in spoken words. The ability...
Children first develop phonological awareness, which is the ability to hear and understand various sounds in language. Ways to encourage this development are connecting, sorting and manipulating sounds and rhymes -- nursery rhymes particularly help children associate specific and discrete sounds with specific letters, and then begin to make the jump to understanding a sound can equal a shape and symbol (Cunninghman, 2008).
Phonics takes this a step further; and is the relationship between letters and individual sounds. Phonics as a method is helping the child take phonemic awareness and learn that there is a correspondence between sounds a spelling of words. The goal, of course, is to allow beginning readers to decode words by sounding them out -- or blending the sound-spelling patterns until they learn that the picture on the page has several commonalities between different words (Teaching Phonics,…
REFERENCES
Boost Vocabulary and Spelling. (2012). Learnthat.org. Retrieved from: http://www.learnthat.org/
Teaching Phonics. (2012). A to Z. Phonics.com. Retrieved from: http://www.atozphonics.com/teaching-phonics.html
What are the Five Essential Elements of Reading? (2009). Literacy Collaborative at Lesley University. Retrieved from: http://www.nhpirc.org/files/Five%20elements%20of%20Reading%20Tip%20Sheet.pdf
Cunningham, P. (2008). Phonics They Use: Words for Reading and Writing. Allyn And Bacon.
National Reading Panel (2012). Teaching Children to Read. National Institutes of Health. Retrieved from: http://www.nichd.nih.gov/publications/nrp/smallbook.cfm
Reading is a fundamental part of a child's education. Many techniques have been utilized in an effort to make learning to read and reading comprehension easier for students (McCray 2001). One such technique is Sustained Silent Reading (SSR). The purpose of this discussion is to investigate Sustained Silent Reading as it relates to reluctant middle school aged children. Let us begin our investigation by discussing the theoretical framework of Sustained
Solutions to incorporating fluency instruction in the classroom include repeated reading, auditory modeling, direct instruction, text segmenting, supported reading, and use of easy reading materials. Young readers may not always know what fluent reading should be like. Despite the awareness, oral reading fluency is a neglected aspect of the classroom (Allington, 1983). Therefore, according to Fluency for Everyone, written by Rasinski, "It seems clear that students need frequent opportunities
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Wondering what to do the articles tells that the study of David Pearson entitled "What Research Has to Say to the Teaching of Reading published by the International Association 1992 was the "most compelling research available." Pearnson's research claimed that "thoughtful proficient readers make connections, draw upon prior knowledge, create visual imagery, make inferences, ask questions, determine important ideas, and synthesize what they read." Lansdowne set out to test