• 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

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

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.

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.

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

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