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EDUC 5340 Science of Reading for Instructional Leaders

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EDUC 5340 Science of Reading for Instructional Leaders

Reading Components Chart

Read/View the resources in Modules 1 and 2 and complete this chart. Do not copy directly from sources- paraphrase/summarize and citations and references.

Reading Component	Definition/Description	Examples of Learning Activities.	Learning Materials/ Resources	References/ Additional Resources
Phonemic Awareness	Phonemic awareness is the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words. It involves understanding that words are made up of sounds and being able to blend, segment, and manipulate these sounds. This skill is crucial for the development of reading and spelling.	- Phoneme Segmentation: Students listen to a word and then break it down into its individual phonemes. (e.g., "cat" - /k/ /a/ /t/) - Phoneme Blending: Students blend individual phonemes together to form words. (e.g., /k/ /a/ /t/ → "cat") - Phoneme Manipulation: Students substitute, add, or delete phonemes to create new words.	- Letter cards - Phonemic awareness games and activities - Online phonemic awareness resources such as PBS Kids or Reading Rockets	- National Reading Panel (US), National Institute of Child Health, & Human Development (US). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health. - Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub‐Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta‐analysis. Reading research quarterly, 36(3), 250-287.
Phonics	Phonics is the understanding that there is a predictable relationship between phonemes (sounds) and graphemes (letters). It involves decoding written words by matching the sounds of spoken language to individual letters and letter combinations. Phonics instruction helps students learn how to sound out words and decode unfamiliar ones.	- Letter-Sound Correspondence: Teach students the relationship between letters and their corresponding sounds through explicit instruction and practice. (e.g., "A" says /a/) - Word Building: Have students manipulate letters to create different words, focusing on specific phonics patterns or word families. (e.g., -at word family: cat, hat, sat) - Decodable Texts: Provide students with texts that contain mostly words they can decode using the phonics skills they have learned.	- Phonics workbooks – Decodable books - Phonics games and puzzles - Online phonics programs like Lexia or Phonics Hero	- National Reading Panel (US), National Institute of Child Health, & Human Development (US). (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health. - Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Rose, E., Lindamood, P., Conway, T., & Garvan, C. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational psychology, 91(4), 579.
Fluency	Fluency is the ability to read a text accurately, quickly, and with expression. Fluent readers recognize words automatically, allowing them to focus on comprehension rather than decoding. Fluency instruction includes modeling fluent reading, repeated readings, and providing opportunities for independent reading practice.	- Modeled Reading: Model the correct way of reading by reading aloud for the students, and ensuring that you use the right tone and speed to read. - Repeated Readings: Re-read different passages several times to increase its rate and distinctiveness among students. - Timed Readings: Synchronously time students as they read a passage and monitor their reading speed and fluency over a period.	- Leveled readers - Fluency passages - Reading fluency apps or websites like ReadTheory or Fluency Tutor	- Rasinski, T. V. (2003). The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. Scholastic Inc..
Vocabulary	Vocabulary can be defined as the words that are known and comprehended by an individual. Acquiring a good vocabulary is crucial for both reading and academic achievement. Teaching vocabulary includes explaining the meanings of the words, the relationship between the words (for example, synonyms and antonyms), and ways to learn the meanings of the words that are not known.	- Word Meaning Activities: Explain new terms to students with the help of contextual information, definitions, and instances. - Word Relationships: Use techniques like synonyms, antonyms, and multiple meanings in order to enhance the information processing. - Word Learning Strategies: Instruct students on how they can approach the determination of the meanings of unknown words on their own. (for example, based on prefixes, suffixes, root words, and context)	- Vocabulary graphic organizers - Vocabulary games and puzzles - Digital vocabulary resources like Quizlet or Vocabulary.com	-Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. Guilford Press.
Comprehension	Comprehension is the ability to understand and interpret written text. It involves constructing meaning from the words on the page, making connections, and inferring information. Comprehension instruction includes teaching strategies such as predicting, summarizing, questioning, and making connections.	- Predicting: Have students make predictions about what will happen next in a story based on clues from the text. - Summarizing: Explain to students what the main idea is and the specific details and encourage them to paraphrase them. - Questioning: Teach students how to ask questions about what they are reading before, while, and after reading to enhance their comprehension and interaction with the text.	- Comprehension graphic organizers - Questioning stems - Text-dependent questions - Reading comprehension worksheets	- Duke, N. K., & Pearson, P. D. (2009). Effective practices for developing reading comprehension. Journal of education, 189(1-2), 107-122. -National Reading Panel (US), National Institute of Child Health, & Human Development (US). (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health.