When we look at the results of reading assessment scores across the United States, a significant number of our children are underperforming.
Let me be clear, I do not believe that standardized assessments are a great measure of humanity. However, knowing the inherent genius of our children, they are much more capable than their current results.
Scientific research on reading instruction tells us that with both classroom instruction and supplemental interventions, all but 2-5 percent of students can learn to read in first grade (Mathes et al., 2005).
To be more specific, 95-98 percent of first grade readers should have a basic foundation of reading skillfulness when they receive solid instruction.
What should be included in that reading instruction? We can look to Gough and Tunmer (1986) and Hoover and Gough's (1990) Simple View of Reading Model.
Word recognition is accurate and fast retrieval of printed words. This is decoding. Language comprehension is the understanding of the words, phrases, sentences and text when discussed aloud. When both of these elements are in place, children have strong reading comprehension.
The elements of a strong reading program for growing readers must include:
- Phonological Awareness - The ability to blend and segment sounds, syllables and words orally.
- Phonics - Applying letter and sound knowledge to decode printed words.
- Orthographic Mapping - The process in the brain that creates the appearance of "sight recognition" by connecting decoding with a known word.
- Language Comprehension = Background Knowledge + Vocabulary + Language Structures + Verbal Reasoning + Knowledge of sentences/paragraphs/text.
If this seems too simple, you are right. It is beautifully simple, yet also challenging. In the next few weeks, I will be digging deeper into each area to explore the necessary components and help give you the information to make informed decisions for teaching the wonderful children in your life, whether that be the classroom or your home.
Our children deserve the best opportunity to develp their inner genius. If you are interested in learning more, please come back soon or feel free to reach out for some ideas to ignite the reading power in your child and/or students!
With Love, Kristy
Contact: Kristy Moody, kristy.moody22@gmail.com
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7(1), 6-10.
Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127-160.
Mathes, P. Gl, Denton, C. A., Fletche, J. M., Anthony, J. L., Francis, D. J., & Schatschneider, C. (2005). The effects of theoretically different instruction and student characteristics on the skills of struggling readers. Reading Research Quarterly, 40, 148-182.