Reading is a critical skill
There is more than four decades of scientific research into how children learn to read and the most effective strategies for supporting reading achievement. Reading plays a critical role in overall academic success. Struggling readers encounter negative consequences as they progress through the grade levels.
The basics of reading are known
The foundations of good reading are the same for all children, regardless of their gender, background, or special learning needs. All children make use of the same processes in learning to read. The essential elements include phonemic awareness, decoding/phonics, vocabulary, fluency, and comprehension. Some children will master these skills easily and may have many of them solidly in place when they enter school. Other children require more time and direct instruction in all areas or may need more concentration on one reading skill than the other skills. However, all children must ultimately master the same basic skills to become fluent readers.
What will the Reading Interventions Program focus on?
Decoding, or letter-sound knowledge, accounts for more of the variation in early reading and spelling success than general intelligence, overall maturity level, or listening comprehension. It is critical for learning an alphabet system of reading and writing. There is no way to bypass the decoding and word recognition stage of reading. The key to later comprehension starts with the immediate and accurate reading of words.
Fluency is the ability to identify words accurately and read text quickly with good expression. Fluency comes from practice reading, often reading the same content repeatedly. The texts primarily contain familiar, high-frequency words so that the child will encounter few unfamiliar words requiring active decoding. As children develop fluency, they improve in their ability to read more expressively, with proper phrasing, and can focus on more of the text’s meaning.