ECE Reading Componets (CB)

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Grand Canyon University *

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430

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Linguistics

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Apr 3, 2024

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Corina Bajandas December 18 th , 2022 ECE 430 Reading Components Introduction: Recently the National Reading Panel published a report that highlighted five essential components of reading instruction: Phonemic awareness, phonics, vocabulary, fluency and comprehension. Its purpose is to provide educators with a comprehensive overview on how the brain works together to develop these skills which results in reading. This presentation will address the major components of literacy through phonemic awareness, phonics, and fluency as they apply to reading instruction. Phonemic Awareness: Phonemic awareness is part of a crucial development, it’s a pre- reading skill that requires readers to have the ability to hear, identify how letters represent sounds (Bottari, 2022). Most children begin to develop this awareness around 4-5 years old and continue to develop this skill in stages: segmentation, blending and splitting, rhyming and alliteration, comparing and contrasting and manipulation. These 5 levels of phonemic awareness are developed through formal reading instruction and typically develop by ages 6-7. Through intentional classroom instruction like read aloud with books with that rhyme and repeat the same words help pre-school students pick up on important sounds, syllable sand helping them develop phonemic awareness early on. Two resources to try at home: https://www.speechandlanguagekids.com/ultimate-guide-phonological-awareness-pre- reading-skills/ https://www.readingrockets.org/reading-101-guide-parents/first-grade/phonological-and- phonemic-awareness-activities-your-first-grader References: Bottari, M. (2022). Phonemic Awareness Vs. phonics . Heggerty. Retrieved December 14, 2022, from https://heggerty.org/resources/blog-post/phonemic-awareness-vs-phonics/

Phonics: Phonics, unlike phonemic awareness is understanding the visual representation of sounds and letters. Similar to decoding, It’s children understanding that there is a corresponding sound of spoken words, phonemes, that’s make up of individual letters of groups of letters, words (Bottari, 2022). This stage must be explicitly and systematically taught in ways that link phonemic awareness to phonics. The goal with effective phonics instruction is to help children learn and understand alphabetic principle and its importance. Children must also develop an understanding that there is an organized, logical and predictable relationship between both spoken language and written letters that’s needed for basic reading (Reading Rockets, 2020). The great thing about phonics is that children can begin learning these concepts early on like three or four years old but usually aren’t introduced to phonics until kindergarten. We use in-class programs that support research-based literacy models such as Heggerty’s small and whole group instructional activities that strengthen and support these skills. Class activities like playdough or shaving foam letters can help make letter recognition fun for young children. Two resources to try at home: https://www.scholastic.com/parents/books-and-reading/reading-resources/developing- reading-skills/teach-phonics-home.html https://www.abcmouse.com and https://www.hookedonphonics.com/ References: Bottari, M. (2022). Phonemic Awareness Vs. phonics. Heggerty. Retrieved December 14, 2022, from https://heggerty.org/resources/blog-post/phonemic-awareness-vs-phonics/ Reading Rockets. (2020) Phonics and decoding .Retrieved December 18, 2022, from https://www.readingrockets.org/teaching/reading-basics/phonics

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