191599348-Dimensions-of-Reading-Report

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Communications

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Jan 9, 2024

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Dimensions of Reading Literacy … is not a fixed and finite state but a developmental process (Hammond, et al 1992:9) Research identifies six specific dimensions of reading (National Research Council, National Reading Panel, 2000): 1. Phonological Awareness 2. Alphabetic Knowledge 3. Fluency 4. Vocabulary Development 5. Comprehension 6. Motivation Phonological Awareness/Phonemic Awareness PHONOLOGICAL AWARENESS According to Lipson and Wixson (2009) “[p]honological awareness refers to children’s ability to divide sentences into words, break words into syllables, and identify common phonemes.” Over the course of their preschool years most children become increasingly aware of the phonological structure of their language … [I]n an alphabetic language such as English, it is essential to attend to the phonology of the language. Initially, children are likely to attend to word play, rhymes, and then syllables as units of sound. Eventually, however, children need to be able to isolate individual phonemes, the smallest distinguishable units of sound within a word. This specialized aspect of phonological awareness is called phonemic awareness or phonemic segmentation . (Lipson and Wixson, 2009, pp. 46-47) PHONEMIC AWARENESS (PA) Before children learn how to read, they need to have an awareness of how individual sounds, or phonemes, combine to form spoken words. Reading books that contain rhythm, rhyme, and repetition is an effective way to foster phonemic awareness. Nation (2009) defines phonemic awareness as “the knowledge that spoken words are made up of sound that can be separated, that is, that /kæt/ (cat) is made up of the sounds /k æ t/.” In essence, phonemic awareness is not awareness of particular sounds. It is awareness of the general principle that words are made up of separable sounds … Phonemic awareness and letter knowledge are the best predictors of how well first language children just entering school will do at learning to read during the first two years of school. Phonemic awareness training can have positive long-term effects on spelling. (Nation, 2009, p. 10) Alphabetic Knowledge/Phonics ALPHABETIC KNOWLEDGE Learning letter names and acquiring knowledge of the correspondences between letters and sounds is an important accomplishment in the development of both reading and writing ability. It is important to understand that alphabet knowledge is developed unevenly and is clearly not a prerequisite for launching reading and writing instruction. (Lipson and Wixson, 2009, p. 266) PHONICS (1) Reading instruction method based on learning letter-sound correspondence (Bjorklund and Blasi, 2012, p. 416); (2) a method of teaching reading in which people learn to associate letters with the speech sounds they represent, rather than learning to recognize the whole word as a unit. (Microsoft Encarta 2007) Phonics instruction helps children understand the relationships between the sounds of spoken language and the letters of written language. The overwhelming evidence from American researchers indicates that most students learn basic sound— symbol correspondence more efficiently when they receive early systematic and intensive phonics instruction Page 1 of 4 WHAT THE RESEARCH SHOWS  Phonemic awareness helps children learn to read and spell.  Although phonemic awareness is not the same as phonics, children need phonemic awareness in order to benefit from phonics instruction.  Phonemic-awareness instruction is most effective when children not only work with the sounds of spoken language, but are taught to use letters as well.  Phonemic-awareness instruction is not a complete reading program. In order become successful readers, children need to have a wide range of reading experiences, including listening to and engaging with authentic literary texts.

(Ehri et al, 2001; NRP, 2000; Snow, et al, 1998). In addition, the research suggests that students who receive direct instruction in segmenting sound in blending are generally more adept at word recognition than are students who do not receive this training (Adams, 1990; O’Connor, Jenkins, & Slocum, 1995). (Lipson and Wixson, 2009, pp. 585-586) Fluency Fluency is the ability to read quickly and accurately, with natural phrasing and expression. By reading aloud to children, adults can provide powerful models of fluent reading. Vocabulary Students’ vocabulary skills grow when they listen to adults read to them and when they read extensively on their own. TWO TYPES OF VOCABULARY There are two types of vocabulary—oral and print. A reader who encounters a strange word in print can decode the word to speech. If it is in the reader’s oral vocabulary, the reader will be able to understand it. If the word is not in the reader’s oral vocabulary, the reader will have to determine the meaning by other means, if possible. Consequently, the larger the reader’s vocabulary (either oral or print), the easier it is to make sense of the text. (National Reading Panel, 2006) Comprehension Reading comprehension means not only decoding, but making meaning out of text. Teachers can help students learn to use comprehension strategies in natural learning situations, through active engagement with meaningful texts. Page 2 of 4 WHAT THE RESEARCH SHOWS  Phonics instruction can help children understand the alphabetic principle that there are systematic relationships between written letters and spoken sounds.  Systematic phonics instruction is most effective when it begins in kindergarten or first grade.  Children should be given opportunities to apply their knowledge of phonics by reading and writing actual words.  Phonics instruction is not a complete reading program. In addition to engaging in phonics-related activities, beginning readers should be listening to and reading texts (both out loud and silently), as well as writing letters, words, sentences, and stories WHAT THE RESEARCH SHOWS  Fluent readers can decode words and comprehend the meaning of a text at the same time. Less fluent readers focus their attention on decoding individual words, leaving little attention available for making meaning out of the text.  Fluency develops over long periods of time and through many opportunities to practice reading with a high degree of success. Repeated and monitored oral reading builds fluency and strengthens the reading abilities of all students throughout the elementary years.  By reading aloud daily to students, teachers can provide a model of fluent reading and heighten children’s interest in books. WHAT THE RESEARCH SHOWS  Most vocabulary is learned indirectly, through engaging with oral and written language in meaningful contexts.  Direct instruction can be used to teach specific words and to help students develop word-learning strategies, including the use of dictionaries, word parts, and context clues.  Reading aloud to children of all ages is an effective way to introduce new vocabulary and concepts.  Children expand their vocabularies by reading extensively on their own. The more children read, the more their vocabularies will grow

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