That decoding is learned early by good readers is established in studies of reading development (Chall, 1983 Cunningham & Stanovich, 1997 Ehri, 1994). Align Decoding Instruction with the Stages of Reading Development As we shall see, problems abound not only with the approaches to decoding typically found in whole-language and “literature-based” programs but also with programs associated with traditional phonics. With rare exception, classroom practice is not informed by these principles. While this renewed interest in phonics is certainly a welcome development, we will make limited progress unless decoding instruction is grounded in what we know about the stages of reading development, the structure of the English language, and the strategies students employ to learn it. Automatic word recognition, which is dependent on phonic knowledge, allows the reader to attend to meaning likewise, slow, belabored decoding overloads short-term memory and impedes comprehension. Cognitive scientists have shown beyond doubt that fluent, accurate decoding is a hallmark of skilled reading (Adams, Treiman, & Pressley, 1997 Fletcher & Lyon, 1998 Rack, Snowling, & Olson, 1992 Share, 1995 Stanovich & Siegel, 1994 Vellutino, Scanlon, & Sipay, 1997). AFT resources for organizing and back to school programsĪs it has become increasingly apparent that substantial numbers of children are failing to become skilled readers, a consensus is emerging among reading researchers, practitioners, and policy makers concerning the critical role that decoding plays in the reading process (Snow, Burns, & Griffin, 1998).What Kids, Teachers and Communities Need.Safe and welcoming public schools for all.DACA (Deferred Action for Childhood Arrivals). Standing united to protect immigrant rights.Standing in Solidarity with Our AAPI Community.Paraprofessionals & school-related personnel.
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |