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Phonemic Awareness is defined as the ability to hear, identify, manipulate, and substitute phonemes, which are the smallest units of sounds that can differentiate meaning. This pillar focuses on sounds each letter make.

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Phonics is defined as the ability to understand the relationship between phonemes and graphemes. This uses the relationship between sounds and letters or letter combinations to build words.

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Fluency is defined as the ability to read words accurately and at a smooth pace.

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Vocabulary is a compilation of words that children are able to understand, use in conversation and recognize in print. They are gained from reading and listening to others.

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Comprehension is defined as the ability to understand, remember, and make meaning of what they have read or heard. Comprehension is the main purpose for reading.

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Research based strategies that can be used to reinforce comprehension in the classroom would be modeling, graphic organizers, and turn and talks. Modeling allows for teachers to demonstrate for students the invisible process that goes on within a good reader's mind (McKinney, 2018). Graphic organizers allow students to organize what they are reading in order to make sense of a text. Talk and turn allows students to discuss what they have read with a peer, therefore increasing comprehension.

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Some research based strategies that can be used to reinforce this pillar during reading instruction would be to use auditory, visual tactile, and kenisthetic representation of sounds to teach phonemic awareness, providing early writing activities, and play letter games/phonemes substitution games. Research shows that concrete representation of sounds help children learn how to manipulate sounds in words, letter games help develop phonemic awareness, and allowing children to write and guess how to spell words are helpful for developing phonemic awareness.

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Early Phonics Interventions are Key for Reading Success. (2017, July 06). Retrieved November 04, 2020, from https://www.95percentgroup.com/blog/details/early-phonics-interventions-are-key-for-reading-success

Hauth, A. (2019). The Ideal Phonics Intervention. Retrieved November 04, 2020, from https://www.readnaturally.com/about-us/blog/the-ideal-phonics-intervention

McKinney, A. (2018, January 15). 5 Research-Based Reading Comprehension Strategies to Use in Your Classroom. Retrieved November 04, 2020, from https://www.teachervision.com/blog/morning-announcements/5-research-based-reading-comprehension-strategies-to-use-in-your-classroom

Nieporent, F. (2012, October 12). What Is Reading Fluency and Why Is It Important? Retrieved November 04, 2020, from https://mylearningspringboard.com/what-is-reading-fluency-and-why-is-it-important/

Sweeny, S., & Mason, P. (2011, August). Research-based Practices in Vocabulary Instruction: An Analysis of What Works in Grades PreK-12. Retrieved November 04, 2020, from https://www.massreading.org/wp-content/uploads/2015/08/vocabulary-paper-newletterhead.pdf

Tankersley, K. (2003). Threads of reading: Strategies for literacy development (p. Chapter 1) (1030102875 789967696 K. Tankersley, Author). Alexandria, Va: Association for Supervision and Curriculum Development.

Weiser, B. (2013, September). Effective Vocabulary Instruction for Kindergarten to 12th Grade Students Experiencing Learning Disabilities. Retrieved November 04, 2020, from https://council-for-learning-disabilities.org/effective-vocabulary-instruction-for-kindergarten-to-12th-grade-students-experiencing-learning-disabilities

Wierman, M. (2018, February 21).
[The Five Pillars of Reading] Breaking Down the Elements of Successful Literacy Instruction. Retrieved November 04, 2020, from https://blog.edmentum.com/five-pillars-reading-breaking-down-elements-successful-literacy-instruction

Wise, R. (2020, February 06). 5 Fun Research-Based Reading Strategies to Teach Phonemic Awareness: An Early Reading Skill. Retrieved November 04, 2020, from https://educationandbehavior.com/how-to-teach-phonemic-awareness-to-kindergarteners/

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The reinforcement of phonemic awareness helps to minimize difficulty in reading. When children have phonemic awareness they understand that the sounds of spoken language fit together to make words and that those words convey meaning (Tankersley, 2003). This pillar supports reading and writing because understanding sounds is crucial for both reading and writing.

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A research based strategy that can be used to reinforce this pillar would be systematic and engaging phonics intervention. Read Naturally is highly effective program used as a phonics intervention.

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When students struggle with phonics, it affects their ability to read fluently and also comprehend what they read. By reinforcing this pillar, you are providing students with the tool they need to be able to read unfamiliar texts, and decode new words whenever reading and spelling.

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Some research based strategies that can be used to help reinforce this pillar would be choral reading, reading aloud, echo reading, and repeated reading. If a child is able to hear examples of fluent reading, they are more likely to understand how to apply fluency to their own reading (Wise, 2019).

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The reinforcement of this pillar supports reading and writing because it bridges the gap between word recognition and comprehension by allowing students to focus more on understanding what the text is saying. Non fluent readers have to spend more time decoding, which leaves them with less time to comprehend forcing them to read a passage several times to gain proper comprehension (Nieporent, 2012).

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A research based strategy that can be used to help reinforce this pillar is word walls. These are now common in classrooms because they provide a visual reminder of sight words, spelling words, concepts, and content area words (Sweeny and Mason, 2011). These word walls can also contain co-created definitions by the student, and a visual representation of the meaning of the particular word.

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The reinforcement of this pillar supports reading and writing because if a child is able to learn new words, they are more likely to be able to comprehend more complex grade level text (Weiser, 2013).

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Comprehension is a major goal of reading instruction. How well a student is able to comprehend will have a profound effect on their entire lives (2002).