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The understanding and knowledge of how sounds function in language.

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After reading material, a student is able to understand what the text was about. They can identify the main ideas and provide a summary of what they read. Comprehension can be supported by explicit instruction and support from the teacher.

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The broad definition of vocabulary is all of the words in a language but more specifically, vocabulary can be different for each individual. It is an individuals lexicon or mental dictionary. Vocabulary is centered around a persons individual experiences and backgrounds. There are 3 tiers of vocabulary.

Tier 1 - most commonly used words in everyday conversations

Tier 2 - words that can have more than one meaning, cross curricular words, and high frequency words

Tier 3 - content specific words

There are also two types of vocabulary:

expressive: any language used to convey thinking via speaking or writing

receptive: the ability to process language received via reading and listening

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The accurate reading of a connected text at a conversational rate with appropriate prosody.

accuracy- recognizing or decoding words accurately

rate- how quickly the reader can read the text while maintaining accuracy

prosody- tone and rhythm aspects during reading (emotion)

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The ability for students to associate sounds with letters and letter combinations.

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Phonological Awareness: Phoneme Awareness K-1 Introductory Video | PBS LearningMedia

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This module deepens knowledge of phoneme awareness, which focuses students on the smallest units of speech within the English language. Students demonstrate understanding of spoken words, syllables, and sounds (phonemes). Students are involved orally, aurally, and through the use of manipulatives. Integration of phonics instruction is one part of a comprehensive reading program. This module explores best practices for engaging young learners and monitoring their progress.

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Reading Multisyllable Words with Xavier, Third Grader

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Vocabulary word chart for words that relate to the content being taught for each unit.

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1. Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D. (1991). Moving from the old to the new: Research on reading comprehension instruction. Review of Educational Research, 61, 239-264.

2. Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (pp. 255-292). New York: Longman.

3. Anderson & Pearson, 1984; Anderson, R. C., Reynolds, R. E., Schallert, D. L., & Goetz, E. T. (1977). Frameworks for comprehending discourse. American Educational Research Journal, 14, 367-382.

4. Pichert, J. W., & Anderson, R. C. (1977). Taking different perspectives on a story. Journal of Educational Psychology, 69, 309-315.

5. Armbruster, B. B., Anderson, T. H., & Ostertag, J. (1987). Does text structure/summarization instruction facilitate learning from expository text? Reading Research Quarterly, 22, 331-346.

6. Wood, E., Woloshyn, V. E., & Willoughby, T. (1995). Cognitive strategy instruction for middle and high schools. Cambridge, MA: Brookline Books.

7. Pressley, M., Symons, S., McGoldrick, J. A., & Snyder, B. L. (1995). Reading comprehension strategies. In M. Pressley & V. E. Woloshyn (eds.), Cognitive strategy instruction that really improves children's academic performance. Cambridge, MA: Brookline Books.

8. Anderson & Pearson, 1984; Hansen, J., & Pearson, P.D. (1983). An instructional study: Improving the inferential comprehension of fourth grade good and poor readers. Journal of Educational Psychology, 75, 821-829.

9. Gillet, J. W., & Temple, C. (1994). Understanding reading problems: Assessment and instruction (4th ed.). New York: Harper Collins.

10. Honig, W., Diamond, L, & Gutlohn, L. (Eds.). (2000). Teaching reading sourcebook for kindergarten through eighth grade. Novato, CA: Arena Press; National Reading Panel, 2000.

11. Pressley, G. M. (1976). Mental imagery helps eight-year-olds remember what they read. Journal of Educational Psychology, 68, 355-359.

12. Gambrell, L. B., & Bales, R. J. (1986). Mental imagery and the comprehension-monitoring performance of fourth and fifth-grade poor readers. Reading Research Quarterly, 21, 454-464.

13. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Academy Press.

14. Dole et al., 1991; Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension monitoring activities. Cognition & Instruction, 2, 117-175.15. Paris, S. C., Wasik, B. A., & Turner, J. C. (1991). The development of strategic readers. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 609-640). New York: Longman.

16. National Reading Panel, 2000.

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How can classroom reading instruction help poor readers - indeed, all students - become more like good readers? Research suggests that the answer may lie in providing students with instruction that both teaches them the comprehension strategies that work so well for good readers and helps them to develop the necessary metacognitive awareness of how and when to use these strategies.