Integrative Approach

Reading is an acquired skill, developed through explicit teaching and founded upon a child’s innate ability to hear and process sounds from birth. Beginning at birth exposure to oral language, gestures and the functions of communication (Fellows & Oakley, 2010 p.165) allows exploration of sounds and words and their connection to each other, and introduces cue systems that will later assist in decoding complex text as development of reading ability occurs. Cue systems including linguistic rules of speech, such as grammatical, pragmatic, semantic and syntactic structures (McDevitt & Ormrod, 2004, p. 324), provide readers with strategies and knowledge for comprehension and phonological awareness (Gascoigne, 2005, p. 1). Rich language exchanges

Phonics is imperative to learning to read because it allows for the reader to distinguish these associations in letters and words that they read to captivate comprehension (Walbank & Bisby, 2016). At the preschool-grade, knowledge of the alphabetic principles should be extensive and in-depth, however, too much focus can lead to over application of this skills having words read but not comprehended. The directional approach for teaching phonics should be precise, articulated well with graphemes organised in a logical and systematic way allowing plenty of time to recite the new skills received inherited obtained attained gained acquired (Learning Point Associates, 2004). Likewise, with phonological awareness the expertise of listening to the sounds in phonemes and words, phonics helps complete the process of sounding out to decode what has been read to eventually move onto the primary goal of learning to read being comprehension (Fellows & Oakley, 2014). Another approach is to teach phonics is the analytical technique in which the teacher guides students to observe phonemes and graphemes by scrutinising full words to bring forth another critical thinking skill required to understand what the text means (Ewing & Maher, 2014). This essential component combined with

The Simple View of Reading (SVoR) model suggests that children must have language comprehension and word recognition skills to be proficient readers, Medwell et al (2014). Jim Rose’s report (2006, p. 40) outlined the Simple View of Reading as a useful framework, which would make explicit to teachers what they need to teach about word recognition and language comprehension (see appendix 1). Before the Rose report, reading was defined as decoding black marks, Graham and Kelly (2012). After this the searchlights model suggested that phonics, grammatical knowledge, reading comprehension and graphic knowledge are equally useful tools when learning to read, Ward (2008). The Rose report’s Independent Review of the Teaching of Early reading reconstructed this model and created the SVoR. Rose (2006, p. 38) determines word recognition as a process which allows you to use “phonics to recognise words” and language comprehension as the means by which “word information, sentences and discourse are interpreted.” The SVoR suggests that, to become a fluent reader, the skills of language comprehension and word recognition are equally important and dependent on each other. Gough and Tummer first mentioned this model, as stated that “comprehension is not sufficient, for decoding is also necessary” Wyse et al (2013, p.

Phonemic awareness is a vital role in literacy instruction. Many schools and districts adopt a commercially published basal reading program and it becomes the cornerstone of their instruction ( (David Chard, n.d.). We also know that through investigation and research it has shown us that word-recognition instruction and instruction in oral language skills related to word recognition were inadequately represented. (David Chard, n.d.) The same researchers have found that the reading passages that students are reading didn’t relate to the words they were learning. In order for students to read at grade level or above a supplemental program should be implemented. I have found that at my school we are lacking a phonics program that will reach different students abilities and make them successful in reading. My goal for this paper is to show my district that using a supplemental phonics program aside from our basal phonics program will prove beneficial to strategic readers who fall below grade level.

The contrasting perspectives of the two passages, “CliffsTestPrep” by Jerry Bobrow (2006) and “The Place of Phonics in Learning to Read and Write” by Marie Emmitt (2013), address the issue of the importance of phonemic awareness in reading and writing scores. Bobrow believes that phonemic awareness is important to understand since it affects reading scores. Emmitt however, argues that there is no evidence that phonemic awareness has a major impact on reading achievement.

Within the field of education, a continuous debate about the most effective manner in which to provide reading instruction has been on-going since the Johnson Administration’s War on Poverty Report of the 1960s. The primary focus of that debate is whether a skills-based approach or a meaning – based approach was most effective for teaching beginning reading skills (phonemic and phonological awareness), comprehension, and enrichment. (Frey, et.al, 2005) The silks-based or direct instruction approach to reading instruction focuses on explicit and systematic instruction of letter-sound correspondence, phonological and phonemic awareness, and their relationship to reading and comprehension. The meaning- based or balanced

Ehri’s Phases of Word Reading and Spelling Development has four different phases that are used to describe the progressive stages of a reader. The first phase is the Pre-alphabetic phase, in this phase there is no letter to sound consciousness only visual features of a word which the students use as a reminder of how to read the words. Phase two is the Partial Alphabetic. When readers are in this phase they use some of the letters in the word (mainly the first and the last letters) to attempt to pronounce the word. Phase three is the Full Alphabetic Phase. In this phase the readers are now able to use and understand the alphabetic connections in words. The readers are now able to map graphemes to phonemes of words that have been read to them

This paper is a review of two articles published by Paul Miller in the Journal of Developmental and Physical Disabilities. The first is entitled, “The role of phonology in the word decoding skills of poor readers: evidence from individuals with prelingual deafness or diagnosed dyslexia,” and was written in 2007. The second, written in 2010, is named, “Phonological, orthographic, and syntactic awareness and their relation to reading comprehension in prelingually deaf individuals: what can we learn from skilled readers?” At their heart, the articles attempt to address what explains good and poor readers in the deaf community, rejecting previous assumptions in the literature in this area. The studies are carefully designed, and attempt to address

A doctor once said ‘the more that you read, the more things you will know. The more you learn, the more places you’ll go’. That doctor was, of course, Dr Suess in his book 1978 book, I Can Read with My Eyes Shut!. Reading is the orchestration of many skills. It is much more than simply decoding words. The National Reading Panel Report (A Closer Look, 2004, p. 1) summarised a child’s reading process and teachers’ effective reading instruction into five essential components. These five critical elements are phonological awareness, phonics, fluency, vocabulary and comprehension. Each element is individually important; however, each cannot occur independently of one an other. The most effective way to teach these elements is through a balanced

Emergent literacy is important because the literacy development begins earlier than formal schooling. Phonological awareness, letter names, and letter-sound knowledge are essential for beginning reading instruction. Phonemic awareness is a strong predictor of success in the first two years of schooling. Additionally, letter knowledge is the first step to learn the alphabetic principle and one of the most important early reading skills. Several studies investigated Visual Phonics with preschoolers and revealed significant improvements during these fundamental early years.

This paper was prepared for SOWK 615.01: Substance Abuse & Dependency. Taught by Dr. Susan Schoppelrey.

i) Randomly partitioning children into two groups and measuring reading achievement before and after intensive training in phoneme-level phonological skills for one group and normal schooling for another group is superior to the measure variable design used in this experiment as it would be able to infer more causation. As the current study used measured variables, phonological skills cannot conclusively be suggested to have a causal effect on reading development as the relationship can only suggest the strength of the correlation between the two variables. However, if pre-test reading skills were measured at age five, then the intervention was implemented for half the students with the remainder being the control, then follow-up tests were conducted at age seven more causation could be inferred as there is a control group present to compare to and if confounds are controlled for (random assignment to reduce PAV confounds) there will be only one IV controlling the DV and thus causation can be inferred.

“For those of us who already know how to read and write, this realization seems very basic, almost transparent” as cited by Adams, Foorman, Lundberg & Beeler (1998). However, research tells us the spoken language is a sequence of little sounds that is not natural to humans. “A strong understanding of phonemic concepts must be solidly in place prior to formal instruction in reading. It is critical that a child make the association that words on the page are simply talk written down” (Tankersley,

Integrative methods offer extensive appeal in part because they lecture patient concerns at several stages. Some patients get integrative medicine therapies because their symptoms are not replying to conservative treatment. Other patients, only want to take a holistic method to their body, awareness and life to recover health and wellness.

Oral language is also an important component in reading. When a child enters school, they enter with an amount of oral language and background knowledge that would come from their experiences so far. This knowledge helps them to understand their peers and others around them. The amount of oral language development within is student, directly reflects upon their reading level. The easier it is for a child to speak, the easier it is for them to pick up reading. Reading is not an easy task, but oral language does help with the process. Additionally, oral language would also help with the recognizing and association of words to text that is being read. There may be a situation in which the student is reading about for which they can relate too. This could be due to their prior oral language development. Associating words that are recognized in their vocabulary with words that are in the text creates a link that the student can expand on. This