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Learning to read is a critical step in a child’s development. Yet 4 out of 10 children will experience problems. The articles below elaborate on the skills needed to become a fluent reader.
Sequence of Phonics Instruction – Part III Phonics relies on letter-sound relationships to teach children to identify words. When teaching phonics a methodical and explicit approach is recommended, begin with the easier relationships and then gradually progress to the more complex letter-sound relationships. For more information about phonics, please see these two previous post: Sequence…
Phonics teaches children to identify relationships between letters and sounds which aids in indentifying words. When teaching phonics a methodical and explicit approach works best. Begin with the simple relationships – ones a child can easily understand and gradually move along the continuum to the more complex relationships. The previous post, Sequence of Phonics Instruction…
Phonics instruction uses sound-symbol relationships to help a child identify unknown words. The English language uses 26 letters to represent approximately forty-four sounds with over one hundred letter arrangements – ways to spell these sounds. It’s quite easy to see how a child could quickly become overwhelmed with learning to read and spell our language….
Ideal Timeline for Teaching Literacy By the end of third grade, a child should possess all the skills needed to read proficiently. The typical progression occurs over many years as a child obtains the various skills needed to read efficiently, ranging from recognizing a rhyme to applying the “fix-it” technique when encountering an unknown word….
Possessing phonemic awareness when a child starts school greatly assists in producing a proficient reader. Phonemic awareness is the ability to hear and manipulate the individual sounds in spoken words. Whereas phonological awareness refers to a general understanding of our language – noticing word features and patterns. A child has mastered both of these skills…
Seven Habits of a Good Reader A good reader actively thinks as he reads. Vaugh and Linan-Thompson authors of Research-Based Methods of Reading Instruction refer to a good reader as an “active processor of text.” Good readers possess the following seven habits: Reads Rapidly and Accurately A good reader reads fluently. A child must progress…