Layer Four : Strategies For Multiple Components Of Instruction

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.

Content area teachers can implement strategies and scaffold learning when planning and designing instruction so that students will actively engage in literacy. According to Dobbs, content area reading instruction includes: the information present in the text, and the instructional plan teachers use to help students understand the content (2003, p.3). Vacca, Vacca, & Mraz explain that in order to plan instruction effectively, teachers must be aware of the explicit and functional dimensions of content literacy. The explicit aspect of content literacy involves the development of skills and strategies that enable students to comprehend what they are reading. Functional instruction focuses more on the application of strategies needed to derive knowledge from a variety of sources of information.” (2014, p. 134). Forget defined literacy as “listening, thinking, reading, and speaking in such a way that information and ideas are processed and communicated to the benefit of self and society” (2003, p. 5). Content area teachers need to plan and design lessons so that students will actively engage in literacy. Forget goes on to discuss that poor performance in schools can be do to a lack of basic literacy skills. Therefore, teachers need to implement the skills and strategies found to be successful in literacy to ensure

Comprehension is also an important factor when speaking of literacy. Students should be taught the many strategies that will help them with comprehension and word recognition. In my experience in a first grade classroom I used many of these strategies. Within my lessons I included the activation of prior knowledge to construct meaning, the use of context clues in a sentence, pictures clues, predicting, and drawing inferences about ideas or characters in the text. I always made sure that I modeled the strategy for the student before they set of to do it.

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.

There are many components to building a student’s reading skill set. One skill that is introduced in preschool and developed through the primary grades is phonemic awareness. The term phonemic awareness is defined as the ability to hear, identify, and manipulate phonemes – individual sounds. The child becomes aware of how sounds are connected to words prior to reading. This awareness creates the understanding of how phonemes explains how the smallest part of sound creates a difference in sound to the meaning of a word. Therefore, the ability to dismantle words, and reassemble them, and then to alter the word into something different explains the concept behind phonemic awareness. It is the primary foundation in which other reading skill sets are according based.

Reading fluency is considered an integral component of the reading process and it has a big presence in the classroom. Its importance became evident since the National Reading Panel (2000) pronounced fluency instruction and assessment an essential and was thus incorporated into the reading First guidelines of No Child Left Behind in 2002 (Shelton, Altwerger, &Jordan, 2009). Reading fluency has been defined in many ways; an outcome of decoding and comprehension, a contributor to both decoding and comprehension, the ability to recognize words rapidly and accurately, the connections

As proven by the decades-long study by the National Reading Panel Report, there are five pillars students must be exposed to (foundations of reading): phonemic awareness, phonics, fluency, vocabulary, and comprehension. When students encounter a word that is not in their spoken vocabulary, they will not understand that word in the text (Reading Horizons, 2015). Context clues help students meet the goals for each of these vocabulary skills. Also, there is a direct relationship between vocabulary and knowledge of the world. Students with a better background of the world are more successful with their

Phonics instruction is a very important aspect of developing early reading skills. The ability to decode words and blend sounds is necessary to be able to read text. This skill increases the amount of words that are recognizable upon site, thus increasing reading fluency. There are different types of phonics instruction, including embedded and synthetic instruction, that aid in integrating phonics and reading instruction for

What rules should be taught? What are the best ways to teach phonics? The first recorded known phonics instruction was when Noah Webster wrote the famous Blue Back Spellers (Webster, 1798). Included in this text was a list of letters, how to spell syllables, and then passages to be memorized, and content that had been used since the early 1600s. In the mid 1800s, the word method was used to learn to read, and memorize entire words rather than analyze words according to their sounds. According to Smith (1965), Since the introduction of the word method controversy phonetic approach or a whole-word approach to early reading instruction. In this article was stated, The Great Debate (Chall,1967) and “The First Grade Studies” (Bond & Dystra,1967) phonics knowledge is essential but children must be taught to read for purpose and meaning. Furthermore, the whole language versus phonics approach taught in the context of reading and writing activities and not be isolated. Materials such as worksheets and flashcards are considered inappropriate. The Argument that children need some direct systematic sound-symbol instruction to learn to read (Adams, 1990; Stahl, Suttles, & Pagnucco, 1993). Using an approach of combining phonics instruction and teaching with in-context systematic instruction. A research project was conducted in the classrooms of several different socioeconomic (SES) levels and racially diverse communities. In this study data was collected and teachers were interviewed regarding how they taught phonics, and the importance placed on literacy instruction. The data revealed that explicit instruction is systematic, sequential presentation of phonics skills using isolated direct instructional practices. Teachers taught that letters

How did you learn to read? Most of us do not put much thought into this question, but learning to read is a difficult task. According to Cervetti and Hiebert, the National Reading Panel identified five essential components that a teacher should use during reading instruction, which gives the student the highest chance of being an effective reader (2015, p. 548). These five essential components are also called five pillars of reading instruction. They are Phonics, phonemic awareness, vocabulary, fluency and comprehension. This paper will describe each of the five pillars, how they are related, the benefits, as well as give some effective methods of teaching phonics and phonemic awareness. It will continue by addressing the relationship between reading assessment and instruction and end by identifying ways to address the needs and different learning styles of a student. This paper will start by looking at a definition of phonics and phonemic awareness, then move onto the role that each play in learning to read, how they are related, the benefits and effective methods of teaching both.

One literacy skill is phonemic awareness. Phonemic awareness is, understanding that words are made up of separate sounds. In the app children have lessons where they hear the sounds of the letters and have to choose the picture that either begins with the sound or has the sound in the middle of the word. For example the app says the sound of a. Phonics is another literacy skill that is designed for the app. Phonics is the ability to connect letter sounds to a letter symbols in order to read and spell words. For example in the app, children are introduced to the sound a letter makes, taught to match that sound with the proper letter symbol, and put the sounds together to make words. The third literacy skill is spelling. Spelling is forming words from letters. For example in the app the child has a picture and letters in which they have to spell the word in the picture. The fourth literacy skill is Fluency. Fluency is the ability to read “rapidly, smoothly, without many errors, and with appropriate expression” (Graves, 2011). For example in the app the child, begins at the first reading level the reaches the final reading level to become a fluent reader. The final literacy skill is reading comprehension. Reading comprehension is the ability to read a text and understand the meaning of the text. For example in the app, the child reads a story and when the child is finished, a character asks a few questions about the

My philosophy of literacy is centered on providing a learning environment rich in authentic literature, instruction that is engaging, fun, and balanced, collaborative, and also involving families in the child’s education. My ultimate goal of literacy instruction is to help children become lifelong readers and writers by providing the skills necessary to comprehend, construct, and make meaning of text, speak, and write. (Torgesen, 2002). According to the National Reading Panel, there are five essential components that must be taught in effective reading programs: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. (Reading Horizons). According to Konza (2014), reading instruction should be changed to six foundational reading elements, adding oral language and early literacy. I also believe that early literacy should be

Reading is believed to be an easy task, something we all learning and develop through the years as we grow, however, is it really that simple? To reading and understanding are both essential when a student begins to read. It is a complex action that requires a multitude of different actions/components, all working at the same time, to become a successful reader. The components that are pertinent to reading are: comprehension, oral language, phonological awareness, phonics, fluency and vocabulary. Without these components, reading may very well be irrelevant because it does not make sense to read and not understand what is being transmitted/relayed. According to the National Reading Panel (NRP), “a combination of techniques is effective for

Many students are passed on through the education system without having proper reading skills. These skills consist of fluency, comprehension, and phonemic awareness. Reading skills are foundational building blocks for elementary aged students. Students who lack proper reading skills, such as fluency or the rate in which they read, will ultimately lack comprehension of what they are reading due to the amount of time in which it takes the students to read. This leads to the question, how does fifth grade students lack of fluency affect his or her reading comprehension? Unfortunately, because reading skills taught in kindergarten and first grade focus mainly on phonemic

When data from students who had average accuracy and fluency scores, but lower comprehension scores were compared to data from those with similar accuracy and fluency but average comprehension, the consistent differences were found to be lower oral language and vocabulary skills in the poor comprehenders upon entry into formal schooling. (Nation, Cocksey, Taylor & Bishop) Thousands of dollars each year are spent on intervention, trying to improve the reading of children that show delays. When one reads, the clear goal is comprehension of what is read. Without communication of ideas between the author and reader, decoding texts is pointless. Most intervention programs are focused on phonics and word decoding. Oral language interventions concurrent with vocabulary and comprehension tasks at age eight have been shown to lead to significant improvements in reading comprehension. (Nation, et al., 2010). Reading comprehension is not merely a product of being able to decode words and sentences. How we teach children to process and integrate the ideas found in text can have a large impact on their ability to function in a world of ever expanding knowledge and information.