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https://files.eric.ed.gov/fulltext/ED512569.pdf

https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/phonicslessons.aspx

https://www.litinfocus.com/9-highly-effective-reading-comprehension-strategies-levels-readers/

https://www.literacyideas.com/how-to-teach-phonics

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Comprehension is the reason for reading. If readers can read the words but do not understand or connect to what they are reading, they are not really reading. Good readers are both purposeful and active, and have the skills to absorb what they read, analyze it, make sense of it, and make it their own.

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Comprehension is the reason for reading. If readers can read the words but do not understand or connect to what they are reading, they are not really reading. Good readers are both purposeful and active, and have the skills to absorb what they read, analyze it, make sense of it, and make it their own.

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The Text Structure Strategy (TSS) stems from research showing that the content of most texts is organized using a hierarchical structure. The information presented higher in the content structure of a text is connected to better recall than information presented lower in the content structure (Meyer, 1975). Meyer and colleagues found that the hierarchical structure of texts fit into one or a combination of two or more of five specific text structures:

1. Comparison

2. Cause and effect

3. Problem and solution

4. Sequence

5. Description

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In addition to understanding the literal points that the author is making, good readers are able to “read between the lines” and draw inferences about a wide range of hidden meanings, such as why events are unfolding as they do, why characters behave in a certain way, what the characters are thinking, and what might happen next.
Summarizing requires students to determine what is important in the text and then put it into their own words by retelling, verbally or in writing. Instruction in summarizing can help students become more purposeful as they read and more skillful in comprehending.

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Vocabulary plays a fundamental role in the reading process and is critical to reading comprehension. Children learn the meanings of most words indirectly, through everyday experiences with oral and written language. Other words are learned through carefully designed instruction.

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Vocabulary plays a fundamental role in the reading process and is critical to reading comprehension. Children learn the meanings of most words indirectly, through everyday experiences with oral and written language. Other words are learned through carefully designed instruction.

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For weekly vocabulary instruction, work with students to choose three to five new words per week. Select words that students will use or see most often, or words related to other words they know.

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Looking to work on integrated vocabulary with writing, specifically? Ask students to use their vocabulary words when writing. Whether you’re doing a journal, task cards, essay, or something creative, many of the words students are studying would be appropriate in their writing. If the words don’t seem like they would fit naturally in students’ work, it might be time to revisit the list.
Use word walls to highlight words students find while reading. Students can help to generate the lists! It’s simple. Ask them to skim the story for unfamiliar words. If you’re pressed for time, compile a list for them to choose from. With fiction, be sure to focus on words that will deepen their understanding of the character, conflict, setting, mood, plot, or theme. Informational text words are more powerful if they relate to the main idea or an important supporting detail in the text.

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Fluency is the ability to read a text accurately, quickly, and with expression. Reading fluency is important because it provides a bridge between word recognition and comprehension.

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Fluency is the ability to read a text accurately, quickly, and with expression. Reading fluency is important because it provides a bridge between word recognition and comprehension.

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students should practice rereading aloud texts that are reasonably easy for them – that is, texts containing mostly words that they know or can decode easily. In other words, the texts should be at the students' independent reading level.
Choose a reading passage and audio recording of the reading that is slightly above students' independent reading levels.

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When you’re trying to improve fluency, it helps to see the same text multiple times. Each reading becomes easier and motivation goes up as students experience enhanced fluency thanks to repeat exposure to words and phrases. It can also help when it comes to developing comprehension skills as readers have more opportunities to notice contextual cues.

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Phonics instruction teaches the relationships between the letters of written language and the sounds of spoken language. Children's reading development is dependent on their understanding of the alphabetic principle — the idea that letters and letter patterns represent the sounds of spoken language. "Decoding" is the act of sounding out words using phonics.

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Phonics instruction teaches the relationships between the letters of written language and the sounds of spoken language. Children's reading development is dependent on their understanding of the alphabetic principle — the idea that letters and letter patterns represent the sounds of spoken language. "Decoding" is the act of sounding out words using phonics.

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letter-name, sound, and corresponding action to help solidify letter-sound correspondences in an active and engaging way — with a song.

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Is the ability to notice, think about, and work with the individual sounds (phonemes) in spoken words. Manipulating the sounds in words includes blending, stretching, or otherwise changing words. Children can demonstrate phonemic awareness in several ways, including.

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Strategy to reinforce Phonemic Awareness

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Strategy to reinforce Phonemic Awareness

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Decoding skills and identify a word that is stretched out into its basic sound elements. Students will be able to blend and identify a word that is stretched out into its component sounds.
Phonemic awareness helps young children use more advanced ways of learning new words. Learning a new word involves forming a connection between visual information about the word as it appears in print and its meaning, pronunciation, and other information that is stored in the child’s oral vocabulary. This connection is what enables the reader to access information  about the word stored in the brain when the word is encountered in print. Faster, stronger connections help produce more proficient reading. In the more advanced phases of learning new words, phonemic awareness plays an important role in making these connections

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Simple activities such as talking and engaging in conversation, playing word games, singing songs, learning nursery rhymes and poems all contribute to the development of phonological awareness (Daffern, 2018; Goswami, 2014; Mackenzie & Hemmings, 2014). Once an early writer can hear the individual speech sounds in a word (i.e. can segment sounds in words) they are ready to visually match to letters. Students will have varied phonological awareness knowledge.

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phonics reaps rich rewards for students in terms of the passive skill of reading. This is also known as decoding.

Later, the student’s knowledge of phonics can help them develop the active skill of writing, or encoding.