The Five Pillars of Reading Instruction by Joa, Jezabel https://padlet.com/jezabeljoa/5pzqjsi1z6yt6wac Grand Canyon University en-us 2021-06-22 01:46:09 UTC 2021-06-22 03:16:44 UTC hello@padlet.com Five pillars of reading instruction: jezabeljoa https://padlet.com/jezabeljoa/5pzqjsi1z6yt6wac/wish/1618682549
Phonemic awareness: “The ability to hear, identify, manipulate, and substitute phonemes, the smallest units of sound that can differentiate meaning in spoken words” (Edmentum, 2018).
Phonics: “The ability to understand that there is a predictable relationship between phonemes (sounds) and graphemes (the letters that represent those sounds in written language) to associate written letters with the sounds of spoken language” (Edmentum, 2018).
Fluency: “The ability to read text accurately, quickly, and expressively, either to oneself or aloud; the National Assessment of Educational Progress (NAEP) fluency scale helps represent the learning progression of this skill” (Edmentum, 2018). 
Vocabulary: “The growing, stored compilation of words that students understand and use in their conversation (oral vocabulary) and recognize in print (reading vocabulary)” (Edmentum, 2018). 
Comprehension: “The ability to understand, remember, and make meaning of what has been read—this is the purpose for reading” (Edmentum, 2018). 




]]> 2021-06-22 01:51:24 UTC https://padlet.com/jezabeljoa/5pzqjsi1z6yt6wac/wish/1618682549 References jezabeljoa https://padlet.com/jezabeljoa/5pzqjsi1z6yt6wac/wish/1618759449 Burgess, K. (n.d.). The Reading and Writing Connection. LDOnline. http://www.ldonline.org/article/65647/

Edmentum. (2018).
[The Five Pillars of Reading] Breaking Down the Elements of Successful Literacy Instruction. https://blog.edmentum.com/five-pillars-reading-breaking-down-elements-successful-literacy-instruction

Learning Point Associates. (2004). A Closer Look at the Five Essential Components of Effective Reading Instruction: A Review of Scientifically Based Reading Research for Teachers. https://files.eric.ed.gov/fulltext/ED512569.pdf

My Learning Springboard. (2021). 5 Pillars of a String Reading Program. https://mylearningspringboard.com/five-pillars-of-a-strong-reading-program/

Reading Rockets. (n.d.). 

Phonological and Phonemic Awareness. https://www.readingrockets.org/helping/target/phonologicalphonemic

 
]]> 2021-06-22 02:32:50 UTC https://padlet.com/jezabeljoa/5pzqjsi1z6yt6wac/wish/1618759449 Reading and writing are knotted processes and both have their foundation in oral language development. As students learn to read, their writing improves, one skill benefits from the other. To become successful readers and writers, young children need to have lots of experience with oral language, phonological awareness, alphabetic principle, concepts about print, and comprehension (My Learning Springboard, 2021). jezabeljoa https://padlet.com/jezabeljoa/5pzqjsi1z6yt6wac/wish/1618776823 2021-06-22 02:41:56 UTC https://padlet.com/jezabeljoa/5pzqjsi1z6yt6wac/wish/1618776823 How to reinforce the pillars during reading instruction: jezabeljoa https://padlet.com/jezabeljoa/5pzqjsi1z6yt6wac/wish/1618792421 When students are past the age when phonological awareness and phonological skill development are addressed, it is important to pay attention to these skills individually or in a small group. Involving the school's reading specialist for help finding a research-based intervention or supplemental program for students in need (Reading Rockets, n.d.). 
Phonics instruction should be explicit and systematic. Explicit phonics instruction needs the teacher to explain clearly and directly that certain letters or letter combinations represent certain sounds. Systematic phonics instruction exploits a predetermined sequence of letter-sound relationships rather than teaching letter-sound relationships randomly as students encounter them in stories and books. It also includes lots of practice using letter-sound relationships the students have been taught (Learning Point Associates, 2004).
Telling students unfamiliar words as they encounter them so they can focus on constructing meaning and reading with fluency (Shany & Biemiller, 1995 as cited in Learning Point Associates, 2004).
Identify the words students do not know. Preview what students will be asked to read and identify words they probably will not know. Prior experience with a specific group of students enables the teacher to predict which words they will find difficult. 
For children in kindergarten through second grade, comprehension strategies should be presented in very simple terms. For example, story maps are a complex way to represent a story’s structure graphically. Students who are not yet old enough to create story maps may draw a picture that translates what they remember and understand from the story into graphic form. By simplifying comprehension strategies, teachers can begin to build younger students’ thinking skills. 










]]> 2021-06-22 02:50:06 UTC https://padlet.com/jezabeljoa/5pzqjsi1z6yt6wac/wish/1618792421 How the reinforcement of each pillar supports writing: jezabeljoa https://padlet.com/jezabeljoa/5pzqjsi1z6yt6wac/wish/1618827244 Reading and writing fundamentally depend upon the same skills. Spelling and single-word reading rely on the same underlying knowledge, and instruction and practice in one should aid the development of the other. For example, the ability to link sounds together to construct words is reinforced when students read and write the same words. Moreover, writing instruction improves reading comprehension and the teaching of writing skills, such as grammar and spelling lessons, reinforce reading skills. Research suggests that reading and writing skills are best developed when taught and practiced in unification (Burgess, n.d.). ]]> 2021-06-22 03:10:32 UTC https://padlet.com/jezabeljoa/5pzqjsi1z6yt6wac/wish/1618827244