• Home
  • Reading Workshop
  • Educators & Leaders
  • Families & Caring Adults
  • About
  • …  
    • Home
    • Reading Workshop
    • Educators & Leaders
    • Families & Caring Adults
    • About
broken image
broken image

Education Reinvented

Learning Without Boundaries
  • Home
  • Reading Workshop
  • Educators & Leaders
  • Families & Caring Adults
  • About
  • …  
    • Home
    • Reading Workshop
    • Educators & Leaders
    • Families & Caring Adults
    • About
    • Home
    • Reading Workshop
    • Educators & Leaders
    • Families & Caring Adults
    • About
    • …  
      • Home
      • Reading Workshop
      • Educators & Leaders
      • Families & Caring Adults
      • About
    broken image
    broken image

    Education Reinvented

    Learning Without Boundaries
    • Home
    • Reading Workshop
    • Educators & Leaders
    • Families & Caring Adults
    • About
    • …  
      • Home
      • Reading Workshop
      • Educators & Leaders
      • Families & Caring Adults
      • About
      broken image

      The Science of Reading & Research - Our children are more than capable of being amazing readers!

      · Reading Workshop,Families and Caring Adults,Educators and Leaders

      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.

      broken image

      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.

      Subscribe
      Previous
      Our Obsession with Testing
      Next
      The 6 Syllable Types
       Return to site
      Profile picture
      Cancel
      Cookie Use
      We use cookies to improve browsing experience, security, and data collection. By accepting, you agree to the use of cookies for advertising and analytics. You can change your cookie settings at any time. Learn More
      Accept all
      Settings
      Decline All
      Cookie Settings
      Necessary Cookies
      These cookies enable core functionality such as security, network management, and accessibility. These cookies can’t be switched off.
      Analytics Cookies
      These cookies help us better understand how visitors interact with our website and help us discover errors.
      Preferences Cookies
      These cookies allow the website to remember choices you've made to provide enhanced functionality and personalization.
      Save