He can read, but. . .
I've heard this statement many times over the years, usually followed by a very telling list of seemingly insignificant issues that nag at the parent just enough to keep them concerned, yet uncertain as to whether or not their child may need intervention. These interactions keep me aware of the misconceptions and misinformation related to reading issues. Consequently, this week I will be focusing on the fundamentals of reading and attempting to sort through the basics that help lay the groundwork for future reading success. It is my hope that this series may help provide clarification and useful information to those whose inner voice still whispers with uncertainty "he can read, but. . ."
Reading is a foundational and necessary skill upon which all learning revolves. The early years (K-2) are when we focus on "learning to read", while the latter years (3 and up) rapidly change course, requiring that one "read to learn". For most children, this standard works and this shift in process causes no distraction. However, for others, it's a continuously rough road that leaves them somewhat perplexed, with potential injury to their confidence, questions about their intelligence, and/or a sense of failure. Children, including those who struggle, have a keen sense of observation and insight. They are well aware of when their peers are able to do things that they are not - and when they don't understand why, it becomes a source of anguish that they will try their best to conceal. Nobody, not even children, want their weaknesses out in the open for all to see.
When your child is struggling with learning to read, it's important that you take at look at the "foundational" skills he/she may need intervention or remediation. Attempting to "build" on top of an unstable "foundation" can lead to frustration for both the parent and child. Remember, nothing stable is built from the top down!
There are several building blocks necessary for one to become a skilled reader. Research has concluded that there are 5 main components or layers of learning which combine to help one master this vital skill.
1. Phonological Awareness - this is an "umbrella term" that includes phonemic awareness, work with rhymes, words, syllables, and onsets and rimes.
2. Phonics - this is the process of understanding the predictable relationship between sounds(phonemes) and letters(graphemes) - the letter "a" represents the sound /a/ as in apple - the letters "qu" represents the sound /qu/ as in quack)
3. Fluency - fluency is a term used to describe the ability to read accurately and quickly. Fluent readers read effortlessly and with expression. A fluent reader sounds natural, as if you they were speaking, and is free to concentrate their attention on what the text is trying to convey (comprehension).
4. Vocabulary - this refers to the words we must know to express and receive language in order to communicate effectively. Oral vocabulary refers to words that we use in speaking and listening, while reading vocabulary includes words which we recognize and use in print - both reading and writing.
5. Comprehension - comprehension is the ultimate goal of reading. The previous four components or building blocks, ideally work together seamlessly to allow a student to make sense of what he is reading, remember what he is reading, and to being able to use that information as needed.
Over the next few days, I'll break down these five components, discuss the value of intervention and remediation, introduce you to the Orton-Gillingham method, and share tips and resources that will help you along the way.
In the meantime, here are two great resources for more information. (if you have a struggling reader beyond 3rd grade, you'll still find these useful and informative!)
Free Informational Booklets on Literacy:
Put Reading First (Kindergarten through Grade 3)
Download PDF at:
http://abe.nifl.gov/publications/pdf/PRFbooklet.pdf
A Child Becomes a Reader (Kindergarten through Grade 3)
Download PDF at:
http://abe.nifl.gov/publications/pdf/readingk-3.pdf
No comments:
Post a Comment