English Literature

Reading Instruction Methods

Reading instruction methods: Overview
Implementing proper reading instruction methods is critical to the reading process. Proficient reading is dependent on two critical skills: the ability to understand the text and the ability to recognize and process it. Each of these components is dependent on lower level skills and cognitive abilities. Children who readily understand spoken language and who are able to fluently and easily recognize printed words do not usually have difficulty with reading comprehension. However, students must be proficient in both competencies to read well. Difficulty in either domain undermines the overall reading process. At the conclusion of reading, children should be able to retell the story in their own words including characters, setting, and the events of the story.

Reading instruction methods: Assessment
Reading instruction methods include phonemic awareness, systematic phonics and guided oral reading. Phonemic awareness instruction is effective in promoting early reading (word reading, comprehension) and spelling skills. Phonemic awareness instruction is effective in first grade and kindergarten, as well as with reading disabled students in the later elementary grades. Systematic phonics instruction improves reading and spelling and, to a lesser extent, comprehension. Synthetic phonics (instruction teaching students explicitly to convert letters into sounds and blend the sounds) is more effective than other forms of systematic phonics instruction. Guided oral reading (a teacher listening as a student reads, providing instruction as needed) and repeated reading of texts increase reading fluency during the elementary years. In addition, a variety of methods of vocabulary instruction also make sense, with vocabulary instruction positively impacting reading comprehension.

Reading instruction methods: Action
Reading instruction methods should also include comprehension. Readers typically shift their attention to reading comprehension once they have established appropriate mechanical skills (decoding). Comprehension skills, like mechanical skills, usually build progressively from fundamental to more sophisticated levels. Therefore, it has traditionally been helpful for individuals to learn to read for factual information before they begin to compare and evaluate the information they read. It will normally be easier for an individual to learn to read and comprehend material at these two levels before learning analysis and synthesis. Reading for factual information requires that the sequence of events and the details of a story be followed to understand how it was resolved. At LearningRx, we have tools that train the brain for success.

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