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THE SCIENCEOF
ReadingOral Reading becomes smooth and expressive
Read
ing
Com
preh
ensio
n: the product of word recognition and language
comprehension
Instead of having to sound outwords, children begin to read words
with automaticity and fluency.
The Science of Reading: the soil that feeds and nourishes the tree
LanguageComprehension
Skills
Word Recognition
Skills
Adapted From: Kosanovich, M., Phillips, B., & Willis, K. (2020). Professional Learning Community: Emergent Literacy: Participant Guide—Module 2: Phonological Awareness (Sessions 4–6) (REL 2021-045). Washington, DC:U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from http://ies.ed.gov/ncee/edlabs.
the skills needed tounderstand spokenand written language
the skills needed toread the words onthe page
Systematic Phonics
Phonological Awareness
Vocabulary
Oral Language
Two Theoretical Reading Models that Define the Skills that Contribute to ReadingComprehension and Skilled Reading
The Simple View of Reading
Scarborough's Reading Rope
V. 2
New literacy logo highlights the focus on theimportance of literacy in NC!
"We know that when students learn to read,they are better prepared to lead and to
succeed." Superintendent Truitt
The Simple View of ReadingGough, P. B., & Tunmer, W. E. (1986). Decoding, reading,and reading disability. Remedial and Special Education.
Reading Modelsbased on the Science of Reading
The Reading Rope expands upon decoding(word recognition) and language
comprehension by identifying sub-skillsnecessary to become a skilled reader. While
these sub-skills are interrelated, each skill canbe assessed and taught.
There are two Reading Models that are particularly helpful in guidingassessment and instruction aligned with the Science of Reading. These
models outline the components educators must teach, and studentsmust learn in order to become skilled readers.
Scarborough's ReadingRope
The Simple View of Reading, validated byover 150 scientific studies, helps us to see thatit takes BOTH decoding skills and languageskills to achieve reading comprehension. Noamount of skill in either component can make
up for a lack of skill in the other.
Skills taught tomastery
Cumulative,grows over time
Requiresinstruction &practice over
time
If one or more of these strands in thereading rope is broken, skilled reading
is compromised.
Scarborough, 2001
V. 2