What does research say about the component and connections to literacy? Use the library resources to research one of the major components of reading (phonemic awareness, phonics, fluency, vocabulary, or comprehension).
Use the library resources to research one of the major components of reading (phonemic awareness, phonics, fluency, vocabulary, or comprehension).
What does research say about the component and connections to literacy?
Literacy is a complex construct that has been studied for many years. Researchers have looked at the different components of literacy, as well as the connections between these components. In this blog post, we will discuss what research says about the component and connections to literacy. We will also provide links to some of the best resources on this topic!
Components of Literacy
There are many different components of literacy. These include phonemic awareness, phonics, fluency, vocabulary, and comprehension. Each of these components is important for reading success.
Phonemic awareness is the ability to hear and identify individual sounds in spoken words. This is a critical skill for beginning readers. without this skill, it is difficult to learn how to read. There are many ways to develop phonemic awareness skills. Some activities include rhyming games, sound matching games, and sound blending games.
Phonics is the relationship between letters and the sounds they make. It is important for beginning readers to learn how to connect the sounds with the letters. This will help them to read words. There are many ways to teach phonics. Some activities include letter-sound matching games, sound- blending games, and reading books that focus on a particular sound.
Fluency is the ability to read smoothly and quickly. It is important for readers to be able to read fluently because it helps with comprehension. There are many ways to develop fluency skills. Some activities include timed reading, echo reading, and choral reading.
Vocabulary is the knowledge of words and their meanings. It is important for readers to have a large vocabulary because it helps with comprehension. There are many ways to build vocabulary skills. Some activities include word sorts, word games, and reading books that focus on a particular topic.
Comprehension is the ability to understand what is read. It is the most important goal of reading. There are many ways to develop comprehension skills. Some activities include asking questions about the text, making predictions, and drawing conclusions.
The Connections between the Components of Literacy
It is important for readers to be able to connect the different components of literacy. This will help them to better understand what they are reading. The connections between the different components can be made through various activities. Some activities include graphic organizers, Venn diagrams, and concept maps.
Resources on the Components and Connections to Literacy
If you would like to learn more about the components and connections to literacy, there are many great resources available. We have compiled a list of some of the best resources on this topic.
The following are nine components of effective reading instruction.
Phoneme awareness and letter-sound knowledge account for more of the variation in early reading and spelling success than general intelligence, overall maturity level, or listening comprehension. They are the basis for learning an alphabetic writing system. Children who have poorly developed phonemic awareness at the end of kindergarten are likely to become poor readers. Explicit instruction in sound identification, matching, segmentation, and blending, when linked appropriately to sound-symbol association, reduces the risk of reading failure and accelerates early reading and spelling acquisition for all children.
In addition to phoneme awareness and letter knowledge, knowledge of sound-symbol associations is vital for success in first grade and beyond. Accurate and fluent word recognition depends on phonics knowledge. The ability to read words accounts for a substantial proportion of overall reading success even in older readers. Good readers do not depend primarily on context to identify new words. When good readers encounter an unknown word, they decode the word, name it, and then attach meaning. The context of the passage helps a reader get the meaning of a word once a word has been deciphered.
Beginning readers must apply their decoding skills to fluent, automatic reading of text. Children who are reading with adequate fluency are much more likely to comprehend what they are reading. Thus the concept of independent reading level is important: it is that level at which the child recognizes more than 95 percent of the words and can read without laboring over decoding. Poor readers often read too slowly. Some poor readers have a specific problem with fluent, automatic text reading even though they have learned basic phonics.
Knowledge of word meanings is critical to reading comprehension. Knowledge of words supports comprehension, and wide reading enables the acquisition of word knowledge. At school age, children are expected to learn the meanings of new words at the rate of several thousand per year. Most of these words are acquired by reading them in books or hearing them read aloud from books. Networks of words, tied conceptually, are the foundation of productive vocabulary. Key in developing this foundation is active processing of word meanings, which develops understanding of words and their uses, and connections among word concepts.