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WHAT IS SCIENCE OF READING?
The research behind the methods that best help children learn how to read and decode words.
PHONICS: Matching the sounds with individual letters or groups of letters.
PHONEME: Smallest unit of speech sound.
GRAPHEME: A letter or group of letters that produce a single sound.
SYLLABICATION: The division of words into syllables, either in speech or in writing.
ORTHOGRAPHIC MAPPING: The mental process we use to permanently store words for automatic retrieval.
PHONEMIC AWARENESS: The ability to hear and manipulate the sounds in spoken words.
MULTI-SENSORY LEARNING: Incorporates the learning styles for visual, auditory, kinesthetic, and tactile learners.
HEART WORDS: High Frequency words that have a part (s) that do not follow phonetic patterns.
DECODING: The ability to apply knowledge of letter-sound relationship, including knowledge of letter patterns, to correctly pronounce written words.
DIGRAPHS: Two letters that make one sound.
TRIGRAPHS: Three letters that make 1 sound.
Reading Rope
Reading Rope
Literacy researcher Hollis Scarborough created a metaphor for explaining the complex processes involved in reading. She described reading by comparing it to the “strands of a rope.” This awesome infographic visually shows the rope’s different parts and how they work together when one is reading. All of the components, or “strands,” together form what Scarborough calls “skilled reading.” Skilled reading happens when students are able to read text fluently while simultaneously comprehending it. In other words, the different parts of the rope work in tandem when a person is able to accurately and automatically read a text and understand it fully. There are two main strands, Language Comprehension and Word Recognition, that are woven together. Each main strand consists of smaller strands that represent reading skills.
For more information click the link below:
Not Just About Phonics
Not Just About Phonics
There are many myths and misconceptions surrounding learning to read and the use of curricula that align with the science of reading. Here are some of the most prevalent and most damaging in shifting to more effective and equitable practices.
Why is phonics often focused on in conversations about the science of reading?
Students need to develop both word recognition and language comprehension skill sets to become successful and proficient readers. Minimal phonics instruction or teaching concepts incidentally as they come up in text is not enough instruction for most students. Phonics is often the focus of conversation around research-based practice because it is the weakest component of many programs which do not align with the science. All students learn best through explicit and systematic instruction which teaches students phonics concepts in a structured sequence where lessons are building upon one another. Additionally, there is not as much debate on how to teach vocabulary and comprehension, so this side of the equation is not as thoroughly discussed but is equally important in instruction and student reading. Quality instruction in all components of reading is essential for effective instruction.
(Schwartz, 2019)
For more information click the link below:
https://www.cde.state.co.us/coloradoliteracy/sormythsmisconceptions
What about Comprehension?
THINK ABOUT IT....
If a student reads a passage or book at 90% accurate or below, will the student have a solid idea of what the was about?
NO
These strategies will not build strong readers:
-Guessing words based on first letter
-Skipping words
-Guessing based in pictures
-Using predictable text as a predictor of comprehension
-Focusing only on the speed of reading
Reading Comprehension is the #1 goal of the Science of Reading
If a student is explicitly taught and consistently practices effective reading decoding strategies, students will have the tools to read passages and books with higher accuracy... which improves their reading comprehension!
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