Introduction to Reading

• ​For information

• ​For enjoyment

• ​To complete a task

• In the brain

  • ​Before children read, they already know and understand language.

  • ​Reading changes the brain. It connects the language and comprehension parts of the brain to the area of the brain that processes things that we see.

  • Once this process happens, children understand that the words they see connect to language they already know.  ​

1. Phonemic Awareness

2. Phonics

3. Fluency

4. Vocabulary

5. Reading Comprehension ​

​Phonemic awareness is the ability to hear, identify, and work with the individual sounds in spoken words.

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​PHONEME = the smallest unit of sound

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​/c/ - /a/ - /t/

​/f/ - /i/ - /sh/

​/s/ - /n/ - /ā/ - /k/

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*Phonemic awareness is the most important part of reading and spelling.

Phonics is the understanding that there is a relationship between the letters and sounds of a language.      

*Every letter makes a sound.​

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​GRAPHEME = a written representation of a sound​

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• ​DECODING (reading) = breaking words into sounds

• ​ENCODING (spelling) = putting sounds together to make words

• Approximately 86% of the English language follows the phonetic rules. About 14% of the English language includes exceptions to the rules.​

• ​Teaching the phonics rules and patterns will help students to read more quickly, but we need to have patience and understanding as children learn to read. ​

• ​There are parts of the reading process that may be more difficult for individuals, and different students may develop or advance in reading at different paces.

Fluency is the ability to read a text accurately and quickly. Fluent readers can read smoothly AND understand what they read.

• ​Students with reading difficulties or disabilities often show weakness in reading fluency.

• ​Slow, choppy reading makes it hard to remember and understand what is being read.

• ​Difficulty with decoding will slow down students’ fluency and interest.

• If a student spends most of his/her reading time sounding out words, it will be hard to hold the meaning of the text because every word is standing alone or because every sound is standing alone.​

• ​Fluency is important so that students see the “BIG PICTURE” and understand what they read.​

• ​Fluency is important so that the next two stages can develop: vocabulary and comprehension.​

Vocabulary is the ability understand what words mean and to use words correctly to communicate ideas effectively.​

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• Having a good vocabulary is necessary for speaking, listening, reading, and writing.​

• ​Vocabulary is important so that readers can make sense of print. A student must understand what most of the words mean before s/he can make meaning of the text. ​

• ​oral vocabulary: words we use in speaking or recognize in listening

• ​reading vocabulary: words we recognize or use in print ​

​Reading comprehension is the ability to understand and gain meaning from what is read. This stage combines each of the other stages. It is the main goal of reading.

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​Two Main Divisions of Reading Comprehension:​

• Literal Comprehension​

• Inferential Comprehension

• ​Literal Comprehension: understanding the facts of what is read. (Who, What, When, Where)​

• ​Inferential Comprehension: taking the facts, analyzing them, and explaining “why.” (Cause & Effect, Viewpoints, Draw Conclusions)

  • ​Interpretive Comprehension: figuring out what the author meant  by what he/she said.

  • ​Critical Comprehension: judging or evaluating one’s own beliefs about what the author said.

  • ​Appreciative Comprehension: reacting to what the author said through emotion (internal) or action (external).

​1. Pick top card. ​

2. Read card aloud. ​

3. Say: “I think this card goes ________. Can we all agree on that for now?”​

4. Classmates agree or respectfully disagree. ​

If you agree: “I agree!”​

If you disagree: “What about putting the card ____ because _____?”​

5. Next person goes. Repeat STEPS 1-4.​

***If you realize a card ON THE BOARD needs to be moved:​

“I think we should move this card ____________. Is everyone okay with that?”