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What is the process and purpose of reading?

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What is the process and purpose of reading?

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Reading is making meaning from print. It requires that we identify the words in print using word recognition.

Identify the words in print: a process called word recognition

Construct an understanding from them: a process called comprehension

Coordinate identifying words and making meaning so that reading is automatic and accurate: an achievement called fluency

The reading process involves five stages

The five stages to the reading process are:
1.  Pre-reading
2.  Reading
3.  Responding
4.  Exploring
5.  Applying

Stage 1: Pre-reading
Pre-reading is where students prepare themselves to read. They may decide or be told why they're going to read a piece of text. They may use their background knowledge to make predictions of what the text is going to be about. Teachers may have them use a concept map called a KWL chart where students put down what they know (K), what they want to know (W), and after they have read what they learned (L) from their reading.

Stage 2: Reading
This is where you get down to the actual reading part. The text can be delivered to students in a variety of ways. Students can engage in individual reading, or they can be read aloud to. Teachers may use big books or print projected somewhere in order to do a group reading session.

Stage 3: Responding
Responding is where a students reacts to what they have read. Most often this is through discussion.

Stage 4: Exploration
This is where students explore their new information. They may re-read part or all of the text. They may read more texts to expand their knowledge of the new subject. Students may learn new vocabulary words that they came up against in the text. Exploration is a very broad stage that can take many paths.

Stage 5: Applying
During the applying stage students take the new knowledge they have learned and do more with it. Often they will have projects that measure how much they have learned. They may read books related to the original text or participate

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Reading is making meaning from print. It requires that we do the following:

Identify the words in print: a process called word recognition

Construct an understanding from them: a process called comprehension

Coordinate identifying words and making meaning so that reading is automatic and accurate: an achievement called fluency

Sometimes you can make meaning from print without being able to identify all the words. Remember the last time you got a note in messy handwriting? You may have understood it, even though you couldn't decipher all the scribbles.

Sometimes you can identify words without being able to construct much meaning from them. Read the opening lines of Lewis Carroll's poem, "Jabberwocky," and you'll see what I mean.

'Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.

Finally, sometimes you can identify words and comprehend them, but if the processes don't come together smoothly, reading will still be a labored process. For example, try reading the following sentence:

It isn't as if the words
are difficult to identify or
understand, but the spaces
make you pause between
words, which means your
reading is less fluent.

Reading in its fullest sense involves weaving together word recognition and comprehension in a fluent manner. These three processes are complex, and each is important. How complex? Here goes?

To develop word recognition, children need to learn:

How to break apart and manipulate the sounds in words - this is phonemic awareness
example: feet has three sounds: /f/, /e/, and /t/

Certain letters are used to represent certain sounds - this is the alphabetic principle
example: s and h make the /sh/ sound

How to apply their knowledge of letter-sound relationships to sound out words that are new to them - this is
example: ssssspppoooon - spoon!

How to analyze words and spelling patterns in order to become more efficient at reading words - this is
example: Bookworm has two words I know: book and worm.

To expand the number of words they can identify automatically, called their sight vocabulary
example: Oh, I know that word - the!

To develop comprehension, children need to develop:

Background knowledge about many topics
example: This book is about zoos - that's where lots of animals live.

Extensive oral and print vocabularies
example: Look at my trucks - I have a tractor, and a fire engine, and a bulldozer.

Understandings about how the English language works
example: We say she went home, not she goed home.

Understandings about how print works
example: reading goes from left to right

Knowledge of various kinds of texts
example: I bet they live happily ever after.

Various purposes for reading
example: I want to know what ladybugs eat.

Strategies for constructing meaning from text, and for problem solving when meaning breaks down
example: This isn't making sense. Let me go back and reread it.

To develop fluency, children need to:

Develop a high level of accuracy in word recognition

Maintain a rate of reading brisk enough to facilitate comprehension

Use phrasing and expression so that oral reading sounds like speech

Transform deliberate strategies for word recognition and comprehension into automatic skills

But if reading isn't pleasurable or fulfilling, children won't choose to read, and they won't get the practice they need to become fluent readers.

Therefore, reading also means developing and maintaining the motivation to read. Reading is an active process of constructing meaning. The key word here is active.

To develop and maintain the motivation to read, children need to:

Appreciate the pleasures of reading

View reading as a social act, to be shared with others

See reading as an opportunity to explore their interests

Read widely for a variety of purposes, from enjoyment to gathering information

Become comfortable with a variety of different written forms and genres

So ... what is reading?
Reading is the motivated and fluent coordination of word recognition and comprehension.
Quite an achievement for a six year old!

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Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation. Learn how readers integrate these facets to make meaning from print.

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What role do morphology and contextual analysis have on vocabulary development?

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What role do morphology and contextual analysis have on vocabulary development?

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Morphology is the study of word structure, including prefixes, suffixes, and root words. Contextual analysis involves using the context or surrounding words to understand the meaning of unfamiliar words. Both morphology and contextual analysis help in understanding and building vocabulary.

Contextual redefinition is a contextual analysis strategy that helps students learn to predict and verify word meaning of unfamiliar words or familiar words that have new/unusual meanings by searching for clues in nearby words, sentences, and paragraphs of a text. It is used before, during, and after reading a text. Specific context clues that should be explicitly taught are definition/explanation, synonym/restatement, antonym/contrast, inference/general, and punctuation context. Learning to use context clues is a skill that develops over time with students practicing this skill with multiple print and digital texts in diverse media, formats, and lengths.

Context analysis can help students understand the meaning of the words in the article, help students understand new words and difficult words and understand the author's writing intention.

References：

https://keystoliteracy.com/blog/using-morphology-to-teach-vocabulary/

https://dpi.wi.gov/sites/default/files/imce/ela/bank/6-12_L.VAU_Contextual_Redefinition.pdf

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A recent blog post by Tim Shanahan titled "What should morphology instruction look like?" reminded me how important it is to teach students about word parts (i.e., roots, prefixes, suffixes) as a useful tool for determining the meaning of unfamiliar words and growing academic vocabularies.

One of the five components of our Key Vocabulary Routine is Teach Word Learning Strategies, which includes how to look for clues outside the word (use of context) and inside the word (use of word parts) when encountering an unknown word while reading. Outside clues include rereading the sentences before and after the word and using the context of the text. Inside clues come from recognizing meaningful parts of the word, i.e., using morphological knowledge.
Morphemes and Morphological Awareness
Morphemes are the smallest units of meaning in a language. The dictionary defines a morpheme as "a word or part of a word that has a meaning and that contains no smaller part that has a meaning." Morphemes include base words and roots, prefixes, and suffixes. They can be combined in different ways to express particular meaning or to fill grammatical roles. Some morphemes are free - they can stand alone (e.g., cat, walk, govern). Other morphemes are bound - they cannot stand alone and must be attached to another morpheme (e.g., re-, un-, geo, phon, -ed, -ment). Here are some examples:

The word cat contains one free morpheme

The word cats contains one free morpheme (cat) and one bound morphemes (s)

The compound word sandbox contains two free morphemes (sand, box)

The word unfit contains one bound morpheme (un) and one free morpheme (fit)

The word transportable contains three bound morphemes (trans, port, able)

Morphology means the study of word parts, and morphological awareness refers to the ability to recognize the presence of morphemes in words. Research suggests that students can be taught various morphemic elements as a way to determine the meaning of new words (Edwards et al., 2004). Carlisle (2010) analyzed 16 studies about the relation of morphological awareness instruction to key components of literacy development. The findings showed that instruction about word parts was associated with improvements in word reading and spelling, and in determining the meaning of unfamiliar words.
Academic, School Morphemes
Academic vocabulary that must be learned beyond grade three often consists of words that combine a root, prefix, and suffix (e.g., poly + nom + ial = polynomial; manu + script = manuscript). In the upper elementary grades and higher, there are many opportunities to find words in content reading that contain Greek and Latin morphemes. Children in primary grades can begin to learn how morphemes combine by adding common prefixes and suffixes to short Anglo-Saxon words and also compounding them. For example:

jump, jumps, jumped, jumping, jumper

read, reread, reader, nonreader, reading

sunshine, schoolhouse, upstream

There are some limitations to morphemic analysis. Although it is useful, teachers must also make students aware that it doesn't always work. This is because some prefixes are not consistent in meaning (e.g., in- means both not and in). It is also because the meaning of many Greek and Latin roots have changed substantially over hundreds of years, so they no longer lend themselves to literal translation. For example, the literal translation of circumspect should be look around ( circum means around, spect means look), while the real meaning is to be cautious, careful.
Introducing Morphology
One way to introduce word analysis skills is to teach students how words are made up of word parts, and how words can be related in word families, such as the word family below for the Latin root port (to carry).

Keys to Literacy trainers often see examples of teachers using word families when we visit classrooms. Here are some examples:

Another instructional strategy is to have students build word families by providing a main root and then prefixes and suffixes that can be combined with the root to generate words. Word Matrix boxes such as the examples below can be used for this purpose. For more examples, visit Peter Bowers' website
convoy, envoy, convoys, envoys, convoying, convoyed, voyage, voyages, voyaging, voyaged, voyager, voyagers retake, retakes, retaken, retaking, untaken, mistake, mistakes, mistakable, mistakably, mistaken, mistakenly, mistaking, intake, intakes, overtake, overtakes, overtaken, overtaking, undertake, undertakes, undertaker, undertaken, undertaking, undertakings, uptake, uptakes, breathtaking, caretaker, caretaking, takes, taker, taken, taking, takeaway, takeover Teaching Morphology
Here are two additional suggestions from our Key Vocabulary Routine professional development program:

Find opportunistic moments: Often, unplanned moments come up during content instruction to provide examples of word analysis. Words from content vocabulary lists may include common word parts, or an opportunity to make a connection between the root of a new word and a word previously covered in class may arise. Content teachers in particular are in a position to point out examples of words that contain roots, prefixes, and suffixes from content reading material.

School-wide focus: Most of the general academic words that students need to learn are derived words with word parts. A school-wide approach to teaching academic vocabulary involves teachers from different grades and subjects agreeing to focus on a few root words and their associated word families each week or two.

A 2015 piece posted by the Institute for Multi-Sensory Education's blog suggests these strategies for teaching morphology in the classroom based on research by Dr. Nonie Lesaux:

1. Morphology should be taught as a distinct component of a vocabulary improvement program throughout the upper elementary years.

2. Morphology should be taught as a cognitive strategy to be learned. In order to break a word down into morphemes, students must complete the following four steps:

Recognize that they don't know the word.

Analyze the word for recognizable morphemes, both in the roots and suffixes.

Think of a possible meaning based upon the parts of the word.

Check the meaning of the word against the context.

Students also need to understand the use of prefixes, suffixes, and roots, and how words get transformed.
Lists of Roots, Prefixes, Suffixes
There is a significant body of research indicating that instruction of prefixes is beneficial, and many vocabulary researchers recommend instruction of the most common prefixes as the first and best component of word analysis (Graves, 2004; Carlisle, 2007). White, Sowell, and Yanagihara (1989) found that 20 prefixes account for almost 97% of the 2,959 prefixed words that most frequently appear in school reading materials. Given how often these 20 prefixes occur, it makes sense to teach their meaning and use. To access a free list of these prefixes, visit the Keys to Literacy free resources page at our website, and go to the Vocabulary section. You will also find free lists of the following:

Common Numerical Prefixes

Common and Useful Suffixes

Common Greek and Latin Roots

References:
Carlisle, J.F. (2010). Effects of instruction on morphological awareness on literacy achievement: An integrative review. Reading Research Quarterly, 45 (4) 464-487.

Carlisle, J.F. (2007). Fostering morphological processing, vocabulary development, and reading comprehension. In R.K. Wagner, A.E., Muse, & K.R. Tannenbaum (Eds.). Vocabulary acquisition: Implications for reading comprehension. New York: Guilford Press.

Edwards, C.E., Font, G., Baumann, J.F., & Boland, E. (2004). Unlocking word meanings: Strategies and guidelines for teaching morphemic and contextual analysis. In James, R. Baumann & Edward J. Kame/ennui (Eds.). Vocabulary instruction: Research to practice. New York: Guilford Press.

Graves, M.F. (2004). Teaching prefixes: As good as it gets? In James, R. Baumann & Edward J. Kame/ennui (Eds.). Vocabulary instruction: Research to practice. New York: Guilford Press.

White, T.G., Sowell, J., & Yanagihara, A. (1989). Teaching elementary students to use word-part clues. The Reading Teacher, 42.

Joan Sedita

Joan Sedita is the founder of Keys to Literacy and author of the Keys to Literacy professional development programs. She is an experienced educator, nationally recognized speaker and teacher trainer. She has worked for over 35 years in the literacy education field and has presented to thousands of teachers and related professionals at schools, colleges, clinics, and professional conferences.

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Using Morphology to Teach Vocabulary - Keys to Literacy

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Suggestions for teaching vocabulary by analyzing word parts.

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How can an English Learner’s home language be utilized to support and strengthen the development of foundational phonics in English?

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How can an English Learner’s home language be utilized to support and strengthen the development of foundational phonics in English?

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Bilingual Resources

Phonetic Similarities：Identify words that are similar in both the home language and English. Highlighting these similarities can help learners associate sounds and letters between languages, making the process of learning English phonics more accessible.

Using transliteration as a stepping stone

Identify cognates

Cross-language Phonics Instruction

Comparing the sounds and structures of words in home language with those in English

Language-Specific Phonics Instruction: Consider incorporating specific instruction on phonics elements that are common or unique to the learner's home language. This targeted approach can help learners grasp phonics concepts more effectively by building on their existing linguistic knowledge.

Storytelling and Phonics Games: Use storytelling and phonics games that incorporate both languages. Narrate stories or play games that involve phonics elements in a way that integrates the home language. This not only makes learning more engaging but also reinforces phonics concepts through meaningful context.

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BridgeUniverse - TEFL Blog, News, Tips & Resources

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By Johanna Kawasaki
July 7, 2022

Helping students improve their ESL pronunciation and phonics is an essential part of any English language teacher's job. Yet, particularly for new teachers, it's not always obvious how to incorporate pronunciation practice and assessment (let alone the phonemic chart!) into lessons. To help, we'll explore the ways pronunciation and phonics lead to effective communication and share some English pronunciation tips you can use in your classroom or when teaching English online.
Taking a Micro-credential course in Teaching English Pronunciation can help you learn the mechanisms and methods behind effective pronunciation practice. If you're new to teaching, you'll want to get initial training and qualification with a TEFL certificate. You can explore our online TEFL courses to get started!
Why is it important to teach ESL pronunciation and phonics to students?

Effective communication

No matter what level your students are, no matter how advanced or fluent they are, if their pronunciation of certain key sounds is incorrect, they'll be misunderstood by other speakers of English. For example, if an English learner talks about owning three ship (/ʃɪp/), but actually means three sheep (/ʃi:p/), the listener might assume that he or she is a very rich person, while the speaker in fact just wants to talk about his private little farm.

In such a case, the purpose of learning English to effectively communicate with other people around the world is not fulfilled. This can be extremely demotivating for learners of a language, and it can also cause students to hesitate to speak.

The same goes, of course, for students' listening skills. If your English students misunderstand the word ship (/ʃɪp/) as sheep (/ʃi:p/) when they hear it, similar confusion will arise.

For effective communication, both receptive and productive skills are equally important. This is why it's essential to equip your students with the necessary tools to speak and listen, right from the beginning of their lessons.

Teaching the different sounds for the simple past tense "-ed" ending in English

Differences in phonemic script

If you're teaching students whose first language does not use the same alphabet as English, such as Japanese, Chinese, Korean, or Arab students, they will have an extra obstacle to overcome as they learn English. Your students are not just learning new words and grammar but also a new alphabet and the sounds that each letter makes. For these students, adding some phonics lessons to your curriculum can be a great help. Phonics refers to the sound system of a language and includes how sounds are pronounced, how syllables or words are stressed, and intonation.

If students learn early on what sounds each letter or combination of letters makes, it helps them improve their reading, listening, and speaking skills.

Since learning phonics and ESL pronunciation also helps students break down words into their components, your students will also become better spellers.

They will be able to sound through each part of a word and determine the letters needed to write it.

Phonics can also help students read an unfamiliar word or write a new word that they heard.

All of these advantages will boost your students' confidence and motivation to keep learning!

Phonics teacher Uchechukwu, from Nigeria, teaching the phonemic chart

I'm lost in terminology! What do the different pronunciation-related terms mean?

We've touched on the concept of phonics, but the terminology surrounding ESL pronunciation can be confusing at times, especially if you're a native English-speaking teacher and you're expected to teach the rules and patterns of your mother tongue that just come naturally to you.

To start, you can review the basic features of pronunciation with the following infographic, from the Bridge Micro-credential course in Teaching English Pronunciation:

Next, let's review a list of the most important vocabulary and buzzwords you will need to prepare for your ESL pronunciation lessons.

Consonants -Sounds such as b, c, d, f, etc. The letters of the alphabet that are not vowels. The consonants are produced by some constriction of the air passages in the production of the sound.

Consonant Clusters -Pairs of consonants such as "sh" and "ch" that represent a particular phoneme.

Diphthong - Two vowels sounded together, one of which glides into the other, as in the "oi" sound of "boy."

International Phonetic Alphabet (IPA) - A chart comprised of standardized symbols representing the sounds (phonemes) of a language.

Minimal Pair -Two words in which only one phoneme varies, such as "cat" and "cab" (the final sound is the only difference in these words). Minimal pairs are often used in pronunciation exercises. At times, minimal sentences are also used: I caught a (cat/cab) outside my house.

Phonemes - Individual sounds in a language. English has about 45 distinct sounds with which we communicate meaning. A letter in the alphabet does not necessarily represent a phoneme as it may have more than one sound as "c" does in "cat," "face," and "watch."

Phonemic Chart - A chart such as the International Phonetic Alphabet (see definition above). A set of symbols that represent all the sounds in spoken English. By knowing the chart, you can tell which sounds are "voiced" (use vocal chords for sound) or "unvoiced."

Phonemic Script -A system for writing and portraying the individual phonemes (sounds) of a language as symbols (such as on a phonemic chart).

Phonics - The sound system of a language that relates sounds to spellings in order to develop reading and writing skills.

Phonology - The study of the sounds (or phonemes) of a language.

Voiced Consonants -Consonant sounds which are produced by the vocal cords when pronounced, like the "th" in "bathe." Put your hand to your throat when you pronounce this word and you can feel the vibration when sounding the "th."

Voiceless Consonants - Consonant sounds that are produced by the lips and teeth and not the vocal cords when pronounced, such as the "th" in "bath." Put your hand to your throat when you pronounce this word and you will feel no vibration when sounding the "th."

Vowels - Those sounds, like a, e, i, o, and u, which are not consonants and which are produced without any constriction of the air passageways.

How do you teach pronunciation to students in the English classroom?

When it comes to how to teach pronunciation to ESL students, it's important to consider phonics. Teaching phonics can be daunting, but with the right tricks and pronunciation activities, your students' ESL pronunciation practice can be smooth, and even fun! The basic goal is to help your students connect letters and letter compounds with sounds to produce audible language. So, how can you approach a phonics lesson?

The phonemic chart

A basic tool in the ESL classroom is the phonemic chart. Referring to the chart on a regular basis can help your students get familiar with new words quickly, and they can sound out new words by themselves by looking at the chart. Keep a poster-sized chart in your classroom (or in the background of your screen if you're teaching online) so your students have easy access to it!
If you need more help understanding the IPA chart, check out the following clip from a recent BridgeUniverse Expert Series webinar, Teaching English Pronunciation: Understanding and Utilizing the IPA Chart. You can watch the full webinar here.
Tongue positions and mouth movement

Using pictures of the position of the tongue and the movement of the mouth for each phoneme will help your students understand the physical aspect of language production. By giving a live example yourself and going through the movements with your students, they might feel more comfortable copying you, rather than trying only by themselves.

If you're teaching English online, you can also demonstrate the sound, but be careful about the angle and zoom of your camera. You don't want to scare off your students by showing them a close-up of the inside of your mouth! While this might work for younger students by making them laugh, adult students may feel uncomfortable. In many cases, referring to a picture can be enough.

Word stress, sentence stress, and intonation

English is a stress-timed language, so it is very important to put the stress in the right place in a word and on the right words in a sentence in order to convey the intended message. (An ESL student whose language is syllable-timed rather than stress-timed needs a lot of ESL pronunciation practice to stress English sounds correctly.)

This focus on stress goes for both productive speaking skills as well as for receptive listening skills. Including intonation and stress practice in your lessons right from the beginning is very important in order to prepare your students to deal with English as it is regularly used by other speakers of English.
Take a Micro-credential course in Teaching English Pronunciation to master the skills you need to get your students speaking clearly and confidently.
How do you practice pronunciation in ESL?

Incorporating ESL pronunciation games and fun speaking activities is a great way to get students to loosen up while enhancing their skills. Here are some pronunciation activities teachers can use:

Minimal pairs: There are plenty of ways you can incorporate minimal pairs into games. You can use them to play Bingo or print out minimal pairs flashcards that you place on a table and have students race to grab the correct one you call out.

Songs: Using sing-alongs is a fun way to get students to practice and perfect their English pronunciation.

Tongues twisters: These are great for targeting specific English sounds.

Video/audio resources: Have students listen to a famous speech or watch a TED Talk. Then, they can create their own scripts to imitate what they've heard. Exposure to people who speak clearly is one of the best ways to improve students' pronunciation.

Pronunciation apps: Tools like ELSA Speak and Sensay can be great resources when assigning homework and getting students to practice their pronunciation outside of class.

Here are more ideas, from a BridgeUniverse Expert Series webinar, for using ESL pronunciation games in your classroom:

How do you assess your ESL students' pronunciation?

Assessment and feedback play an important role in any ESL classroom. If you are teaching ESL pronunciation, you will need to assess your students' progress at some point, too. Here are some ideas on how to assess and give feedback to your ESL students.

Monitoring

During a group speaking activity, walk around the room and listen, taking notes on your students' pronunciation errors. Later, you can organize your notes and give individual error correction feedback (in written form or during a personal meeting) or create a lesson for the whole class based on common errors you observed.

Student presentations

Have your students do individual or group presentations in front of the class. Ask the rest of the class to take notes, fill out a rubric sheet, or write a comment on each presentation, focusing on pronunciation and intonation. After each presentation, students can give each other feedback. This works well if the students are comfortable with each other and are motivated to participate in class. You can also add your own comments afterward.
Learn more about error correction in the EFL classroom with this 20-Hour TEFL/TESOL Micro-credential course.
Audio/video recording

If you're teaching English online, having your students hand in audio or video recordings is a convenient way to assess their ESL pronunciation. Some ways you can do this are:

Give students a reading passage to read out loud and record, and then send them a sample of you reading the same passage to compare.

Give free-speech assignments and give students feedback on individual words and sentence stress.

Send your students digital handouts and ask them to read the target words on them, and give points or stars for each word.

Regardless of the activity, you can play their recordings over and over in order to write extensive feedback.

Practicing an interview during an English class

Interview

If you're teaching English for Specific Purposes, creating an interview test that includes the target language and is set in a specific context is a good way to assess more advanced students. During the interview, you can repeat the incorrectly pronounced words back to your student and give them a chance to self-correct.

Graded paper test

If you are working in a public or private school, you might be asked to do some grading based on paper tests, or similar easy-to-process assessments. In that case, you can create tests on minimal pairs, word stress, sentence stress, and intonation, and if possible, include a listening section with your own voice recordings.

Teaching ESL pronunciation is a challenging part of English language teaching. However, including ESL phonics practice in your lessons and helping your students produce intelligible language will improve their ability to communicate effectively with people around the world and help to fulfill the purpose of learning English.

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How to Teach ESL Pronunciation and Phonics

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Teaching ESL pronunciation can be challenging, but with the right tools, you can set your students up for success - and even fun! Learn the essential phonics terms, get tips for teaching pronunciation, and discover ways to assess your students' progress.

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How can evidence-based best practices be utilized to improve comprehension in English learners, including those with reading difficulties and dyslexia?

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How can evidence-based best practices be utilized to improve comprehension in English learners, including those with reading difficulties and dyslexia?

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Engage learners using multiple senses, such as visual, auditory, and kinesthetic methods.

Provide materials that match learner's reading levels.

Enforce vocabulary through explicit instruction and using the students' native language when appropriate.

Structured Literacy Programs- break down language elements into smaller parts so that learners can grasp orthographic and phonological patterns.

Activities that help students recognise and manipulate sounds, blend and segmenting.

Vocab development for example semantic mapping.

Comprehension strategies for example predicting, summarising and making connections in various contexts.

Graphic Organisers to organise ideas and visually represent information.

Read Alouds

Monitoring progress

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What are some evidence-based practices for teaching phonemic awareness to English learners?

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What are some evidence-based practices for teaching phonemic awareness to English learners?

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One evidence-based practice in teaching phonemic awareness is to include explicit and systematic instruction.

Other evidence-based practices to teach phonemic awareness is to include chants, rhymes, songs, finger play, poetry, and other developmentally appropriate methods Instruction should be explicit, modeling the processes being taught.

Also, Choral reading, read-alouds, and a host of other word games can help teach phonemic awareness in English learners. A stressful part of this process is the shame that comes from a student who reads a word wrong in front of their peers, but with Choral reading, they will not have the same spotlighted issues.

More practices include using pictures along with the words, such as magazines and picture books help students connect the object with the word and the sounds of the word.

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What is your understanding of the necessary components for effective comprehension, including well-developed language, multiple higher-order thinking processes, and self-correction?

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What is your understanding of the necessary components for effective comprehension, including well-developed language, multiple higher-order thinking processes, and self-correction?

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Rate is something important for comprehension. If a reader is putting too much focus on decoding the words, they are missing out on the meaning of the sentence and not comprehending vital information.

When a reader is able to quickly and effectively decode letters and make sense of their meanings, they can spend more time comprehending the topic, using critical thinking, and formulating opinions about the materials. These skills are necessary for well-developed language.

Readers who have enough experience using multiple higher-order thinking, such as reading while using critical thinking skills and formulating opinions simultaneously are able to correct their own mistakes when they make them instead of having a teacher do it for them.

Effective comprehension relies on several necessary components, including:

1. Well-developed language: A strong foundation in language skills, including vocabulary, grammar, and syntax, is crucial for comprehension. Without a sufficient understanding of the language, it becomes challenging to extract meaning from written texts. Language proficiency enables readers to decode words accurately, understand sentence structure, and grasp the nuances of meaning within a text.

2. Multiple higher-order thinking processes: Comprehension goes beyond basic word recognition and understanding. It involves engaging in higher-order thinking processes that allow readers to analyze, evaluate, and synthesize information. These processes include making inferences, drawing conclusions, predicting outcomes, comparing and contrasting ideas, identifying cause and effect relationships, and analyzing the author's purpose and perspective. These cognitive skills help readers construct meaning, make connections, and think critically about the text.

3. Self-correction: Skilled readers engage in self-monitoring and self-correction as they read. They are aware of their understanding and actively use strategies to clarify confusion or resolve inconsistencies. Self-correction involves recognizing when comprehension breaks down, identifying areas of confusion, and employing strategies to address gaps in understanding. These strategies can include re-reading, asking questions, seeking clarification, making connections to prior knowledge, and adjusting reading speed or approach.

By combining a well-developed language foundation, multiple higher-order thinking processes, and self-correction strategies, readers can effectively comprehend written texts. These components work together to facilitate the extraction of meaning, the construction of mental representations, and the interpretation of the author's intended message.

Higher Order thinking Skills: Comprehension & Understanding

https://www.youtube.com/watch?v=COmRFHExsmI