The Science of Five Essential Elements of Effective Reading Instruction

Phonological Awareness

1 10 Phonics is a system for 17 25 Phonological awareness is the approaching reading that focuses Fluency is the ability to read Vocabulary is the knowledge ability to notice the sound on the relationship between a text quickly, accurately, of and meanings. structure of spoken words. letters and sounds. and with proper expression.

2 11 18 26 Connecting meaning to is the ability to The teaching has to move from Fluency is determined by the patterns of words can identify, isolate and manipulate letter/sound correspondences at the individual sound level. to , and size of your sight vocabulary. be critical to expanding a It is a part of phonological awareness. . student?s vocabulary.

3 12 19 Basic phonological awareness skills Orthographic mapping is the If a student is good at 27 Morphology is the study of include blending and ability to quickly and efficiently orthographic mapping, reading segmenting words into prefixes, WHAT segmentation and are generally add words to your sight practice is helpful to increase suffixes, roots, or bases and the mastered by most students by the fluency. origins of words. end of the first grade. vocabulary.

4 Vocabulary knowledge is Advanced phonological awareness 13 20 If a student is not good at 28 Sight vocabulary is all the knowledge; the knowledge of a skills involve manipulating orthographic mapping, reading which include deleting, words you instantly word not only implies a definition, practice does not help to substituting, or reversing recognize. but also implies how that word fits phonemes within words. increase fluency. into the world.

5 14 By the end of first grade, students 21 29 Children?s vocabulary skills are taught by a code-based approach Students who are fluent linked to their economic Phonological awareness perform, on average, the equivalent of readers are better able to backgrounds. By 3 years of age, difficulties represent the most 7 to 8 standard score points higher on devote their attention to there is a 30 million word gap common source of word-level tests of than comprehending the text. between children from the reading difficulties. students taught with a meaning-based approach. wealthiest and poorest families.

22 6 15 Guessing words from context is not as efficient 30 as phonetic decoding. Skilled readers can Fluency is the bridge between Vocabulary is the glue that holds identify unfamiliar words with a high degree of decoding words and stories, ideas, and content Phonological awareness is accuracy by sounding them out, even irregular together making reading words. By contrast, researchers have found understanding what has been essential for skilled reading. that even proficient readers are not as skilled read. comprehension possible for at correctly guessing words from context with children. an accuracy rate of only about 25%.

7 16 23 31 When we see a word, the areas of the A student needs to be able to brain responsible for There is a strong relationship WHY Phonemic awareness is needed read 130 correct words per (familiar spelling) and between vocabulary and reading for efficient sight-word learning. minute on a sixth grade level to (pronunciation) activate before the comprehension. areas responsible for the semantic be successful in content reading. system (meaning).

8 32 Early, explicit, and systematic instruction in phonics, along with direct 24 Awareness of morphology is a instruction in phonological awareness, can prevent and also remediate As children become fluent strong indicator of and a reading difficulties. readers, they are able to interact positive influence upon reading with text on a higher level. comprehension. 9 The combination of explicit phonics and phonological training for all students in kindergarten and first grade provides far greater results in word-level reading skills than any other teaching practice that has been studied.

33 Phonological awareness, phonics, fluency, and vocabulary all lead to

COMPREHENSION. Reading aloud to children builds the foundation of learning. Listening comprehension comes before reading comprehension.

34 For maximum academic gains, students need systematic, explicit, engaging and success oriented instruction. To meet the goal of helping our students make the maximum possible academic gains in the 5 essential Systematic means a teacher has a for introducing each skill. elements of effective reading instruction, studentsspecific needscope instruction and sequence that is both systematic and explicit as well as direct, engaging,Explicit and means success that oriented.the teacher Systematic provides meansclear and that precise the teacher instruction provides. clear and precise Engaging instructioninstruction. that Explicit is success means orientedthat the teacherinvolves has increased a specific active scope participation and sequence in forthe introducing instructional each activities skill. while HOW minimizing errors and providing immediate corrective feedback when errors occur. References for the Science of Reading Document 1. Kilpatrick, 2015 2. Honig, Diamond & Gutlohn, 2008 3. Swank and Catts, 1994; Kilpatrick, 2012 4. Kilpatrick, 2012 5. Hulme, Bowyer-Crane, Carroll, Duff & Snowling, 2012 6. Liberman & Liberman, 1990; Burt, 2006; Kilpatrick, 2012 7. Laing & Hulme, 1999; Dixon, et. Al, 2002; Torgeson, 2004; Ehri, 2005 8. NELP, 2008; Kilpatrick, 2012 9. Kilpatrick, 2012 10. Kilpatrick, 2015 11. Moats, 1998 12. Kilpatrick, 2016 13. Caravolas, Volin, &Hulme, 2005; Vaessen & Blomert, 2010 14. NICHD, 2000; Kilpatrick, 2012 15. Tunmer & Chapman, 1998; Hempenstall, 2002, Kilpatrick, 2012 16. Maurer & McCandliss, 2008; Perfetti, 2011; Forster, 2012 17. Rasinski, 2006 18. Kilpatrick, 2016 19. Kilpatrick, 2016 20. Kilpatrick, 2016 21. Heilman, Blair & Rupley, 2002; Kilpatrick, 2012 22. Pilkulski & Chard, 2005; Raskinski, 2010 23. Hasbrouck and Tindal, 2006 24. Cotter, 2012; Maples, 2012 25. NIL, 2007; Honig, Diamond & Gutlohn, 2008 26. Templeton, 2010 27. Henry, 2010 28. Stahl, 2005 29. Hart & Risley, 2003 30. Rupley, Logan & Nichols, 1999 31. Blachowics & Fisher, 2004; Perfetti & Adolf, 2012 32. Soifer, 2005 33. Scarborough, 2001; Hirsch, 2003; Mansour, 2011; Geffner, Ross, Swaim & Williams, 2011 34. Archer, 2010