The Key Components Of Teaching Students

There are many important components involved in learning to read, however, five main aspects stand out. These being early experiences with language and print, phonological awareness, phonics, vocabulary and fluency. All of these elements are important and depend on each other to generate the ultimate goal for reading which is comprehension. Teachers need to have a comprehensive understanding of the process of learning to read, intensive knowledge of effective strategies to help children thrive when learning to read

Bobrow discusses the importance of phonemic awareness. Bobrow states that phonemic awareness is important for reading achievement and learning how to read. According to Bobrow, students need to be able to “grasp printed words”(para.3) and know how words “work together”

Teach the child to read and empower them to become a fast and fluent Reader: Teach the child to read a unique combination of synthetic phonics and phonemic knowingness skills development. It is a fact - helping children develop phonemic knowingness skills is the most essential step in getting reading skills. The spoken English language is made up of words and sentences, and these words are made up of individual sounds or phonemes. Children learn to say and recognize these individual sounds through a process called developing phonemic

Phonological awareness is when children learn to associate sounds with symbols and create links to word recognition and decoding skills. It consists of skills that develop through the preschool period. Phonological awareness is an important part of learning to read and write, children who have a broad range of phonics are able to identify and make oral rhymes, are able to clap out the syllables in a word and can recognise words with the same initial sounds. Phonological awareness is a good indicator whether your student will have a potential reading difficulty and with the many activities and resources available to us you can develop a child’s awareness early on in a child’s education.

Phonemic awareness is the ability to manipulate the sounds in words orally (can be done in the dark; ORALLY). Words are made up of discrete set of sounds and it is important to be able to manipulate these sounds which is what phonemic awareness is. Sound isolation activities are good to help students gain phonemic awareness. Teachers can say a word and then have students identify the sounds at the beginning, middle, and end of the word. Sound-blending are also helpful for students to gain phonemic awareness. Teachers can provide a clue and then sound out each sound in a word and the student then has to pronounce the word.

Phonological awareness is the learning of different sounds, words and syllables learnt through listening and speaking (Gillon, 2004). Phonological awareness is important for children in early childhood to learn to establish their reading and writing skills (Hill, 2012, 160). The way children learn phonological awareness is through word play, stretching sounds, repeat ion, rhymes and song (Hill, 2012, p. 134; Roger Scenter, 2013).Phoneme awareness is a smaller area considered as part of phonological awareness, phoneme awareness focuses on individual sounds that effect understanding (Hill, 2012, p. 134). An example of phoneme awareness would be the word cat sound it out as c/, a/ and t/ or the ch sound. Hill (2012, p. 134) states phonological

As mentioned before, The National Reading Panel in 2000 and the No Child Left Behind Act signed in 2001 defined there five components as the most important to teach in reading instruction: phonemic awareness, phonics, vocabulary, comprehension and fluency. Phonemic awareness is defined as the knowledge that spoken words can be broken apart into smaller segments of sound known as phonemes. Phonics is defined as the knowledge that letters of the alphabet represent phonemes, and that these sounds are blended together to form written words. The component three, fluency, which is the ability to recognize words easily, read with greater speed, accuracy, and expression, and to better understand what is read. The fourth component, vocabulary, is defined as teaching new words, either as they appear in the text, or by introducing new words separately. The fifth component is comprehension, comprehension is defined as understanding what

A precursor to phonics is phonemic awareness which teaches a young child how to hear the sounds in the words. Weaknesses in phonemic awareness typically indicate that the child will have difficulty learning to read. As students phonemic awareness

All these skills are very important to develop proficient decoding before children begin to master more advanced skills such as, fluency, comprehension, vocabulary. And the phonic instruction gives necessary foundations for reading success, but alone does not teach children to read. That is why it must be a part of the balanced approach.

While completing the Abecedarian Reading Assessment on my selected student, it was an eye opener of what is needed for a student to be able to develop reading skills. As some student enter kindergarten with a strong ability of reading, some students do struggle with basic letter knowledge which hinders their ability to learn how to read. To explain this better, the student that I chosen for the assessment is going to be entering 1st grade and have prior acknowledgement of Letter Knowledge, Phonological Awareness, Phoneme Awareness, Knowledge of the Alphabetic Principle, Vocabulary and Decoding when given the assessment. As the student had pre-school and kindergarten experience, the student need prompting and time to process the information

Phonics is described as “understanding letter-sound relationships, as well as larger letter pattern/sound pattern relationships” (Ruddell, 2009). Though in my opinion there is a lot more to phonics than this. There are several aspects to phonics, different types of phonics, negatives to the idea, and several ways to teach it. In this paper I will address all of these based on research I found, the discussion I had with my peers, and my own opinion.

Phonemic awareness is crucial to a child’s development of learning how to read. According to the National Institute for Literacy, by incorporating phonemic awareness into reading instruction, “Children’s ability to read words increases” (p. 5). This is due to the process of learning the individual sounds of the letters that make up words before the overall word itself. Not only does this phonemic awareness help children learn to read but it also helps with their ability to spell. This is due to their understanding of the sounds and letters that create words.

Teachers must have an understanding of the importance of early, explicit and systematic phonics instruction as an essential foundation for teaching students how to read.

How should a flourishing reading program for fifth grade appear? “There’s no one best way to teach reading; instead, [educators must] create a balanced literacy program” to meet every student’s needs (Tompkins, 2014, p.327). It is essential that all literacy programs feature instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension so that students can become capable readers and writers.

10). Thus, instead of calling the letter A, call it aah- short sound. Isolating individual phonemes (sounds) lets children command the system that makes up words and is the basis of reading. To identify unfamiliar words, children can sound each single sound apart and slide it back together to make a word (Barrington, 2015). Decoding difficult words enhances fluency and spelling. However, high frequency words may be memorised, as they are difficult to decode. Although word recognition, decoding, and fluency are building blocks of effective reading, the ultimate goal of reading is to comprehend text. Comprehension is a prerequisite for acquiring content knowledge and expressing ideas and opinions through emergent literacy. Reading age-appropriate books and the correct level encourages children to read, as they understand what they are