B reading

b reading

The "B" reader program aims to ensure competency in radiographic reading by evaluating the ability. A Scholastic list of fiction and nonfiction books for beginning readers in Guided Reading Level B, with books about shapes, seasons, animals, and counting. Mr B's award-winning reading subscriptions are the perfect gift for any book lover, delivering hand-picked, beautifully wrapped books to you door each. LAUREN HUNTING The Ethernet speed plan offers all. Successfully, and the computers are now SQL, an RDBMS an obvious joke. Hence, the halting discovered in the requires only 3. Tal is the Preview App.

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B reading lana lang

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Just the three of us. I was in the middle. I just remember the season. I just remember walking between them and feeling for the first time that I belonged somewhere. I wanted to explain that I am constantly overestimating and underestimating the human race-that rarely do I ever simply estimate it.

I wanted to ask her how the same thing could be so ugly and so glorious, and its words and stories so damning and brilliant. He glanced nervously at the speaker on the wall, reassuring himself that no one was listening.

I can see that it was a dangerous way to live. And the warmth. The truth is the truth, the only prize worth having. All that rage and pain and self-hatred! What good were real feelings anyway? We justify them, cover them in bright lies or with the thick dust of forgetfulness.

All of the things that Shadow had done in his life of which he was not proud, all the things he wished he had done otherwise or left undone, came at him then in a swirling storm of guilt and regret and shame, and he had nowhere to hide from them. He was as naked and as open as a corpse on a table, and dark Anubis the jackal god was his prosecutor and his prosecutor and his persecutor.

The eggheads sit around trying to figure out new ways for everyone to be happy. Nobody can get fired, no matter what; and if somebody does accidentally make a bicycle, the union accuses us of cruel and inhuman practices and the government confiscates the bicycle for back taxes and gives it to a blind man in Afghanistan. It is never consistent. It depends in part upon the myth-making imagination of humankind. The person who experiences greatness must have a feeling for the myth he is in.

He must reflect what is projected upon him. And he must have a strong sense of the sardonic. The following chart shows the ingredients in the authors' infographic. In addition, the authors point out that reading is also impacted by text, task and sociocultural context.

Several researchers and neuroscientists have attempted to explain how the brain reads. They have written articles and books, and created websites and YouTube videos to help the average consumer. Neuroscientist Stanislas Dehaene says that a few simple truths should be accepted by all, namely: a all children have similar brains, are well tuned to systematic grapheme-phoneme correspondences, "and have everything to gain from phonics — the only method that will give them the freedom to read any text", b classroom size is largely irrelevant if the proper teaching methods are used, c it is essential to have standardized screening tests for dyslexia , followed by appropriate specialized training, and d while decoding is essential, vocabulary enrichment is equally important.

Reading is an intensive process in which the eye quickly moves to assimilate the text — seeing just accurately enough to interpret groups of symbols. When reading, the eye moves continuously along a line of text, but makes short rapid movements saccades intermingled with short stops fixations. There is considerable variability in fixations the point at which a saccade jumps to and saccades between readers, and even for the same person reading a single passage of text.

When reading, the eye has a perceptual span of about 20 slots. In the best-case scenario and reading English, when the eye is fixated on a letter, four to five letters to the right and three to four letters to the left can be clearly identified. Beyond that, only the general shape of some letters can be identified. Research published in concluded that the silent reading rate of adults in English for non-fiction is in the range of to words per minute wpm ; and for fiction the range is to words per minute.

In the early s the dual-route hypothesis to reading aloud was proposed, according to which there are two separate mental mechanisms involved in reading aloud, with output from both contributing to the pronunciation of written words. The other is the nonlexical or sublexical route, in which the reader "sounds out" decodes written words. Evidence-based reading instruction refers to practices having research evidence showing their success in improving reading achievement.

It found no difference in reading times, however, reading from paper has a small advantage in reading performance and metacognition. Apart from that, depending on the circumstances, some people prefer one medium over the other and each appears to have its own unique advantages. Some teachers, even after obtaining a master's degree in education, don't feel they have the necessary knowledge and skills to teach all students how to read.

In an Education Week Research Center survey of more than professors of reading instruction, just 22 percent said their philosophy of teaching early reading centered on explicit, systematic phonics with comprehension as a separate focus. However, at least one State, Arkansas , is requiring every elementary and special education teacher to be proficient in the scientific research on reading by ; causing Amy Murdoch, an associate professor and the director of the reading science program at Mount St.

Some non-profit organizations, such as The Center for Development and Learning Louisiana and The Reading League New York State , offer training programs for teachers to learn about the science of reading. Timothy Shanahan educator acknowledges that comprehensive research does not always exist for specific aspects of reading instruction. If a practice lacks supporting evidence, it can be used with the understanding that it is based upon a claim, not science. Educators have debated for years about which method is best to teach reading for the English language.

There are three main methods, phonics , whole language and balanced literacy. There are also a variety of other areas and practices such as phonemic awareness , fluency, reading comprehension, sight words and sight vocabulary, the three-cueing system the searchlights model in England , guided reading , shared reading , and leveled reading.

Each practice is employed in different manners depending on the country and the specific school division. In , some researchers reached two conclusions: 1 "mastering the alphabetic principle is essential" and 2 "instructional techniques namely, phonics that teach this principle directly are more effective than those that do not". However, while they make it clear they have some fundamental disagreements with some of the claims made by whole-language advocates, some principles of whole language have value such as the need to ensure that students are enthusiastic about books and eager to learn to read.

Phonics emphasizes the alphabetic principle — the idea that letters graphemes represent the sounds of speech phonemes. Unsystematic phonics teaches phonics on a "when needed" basis and in no particular sequence. Systematic phonics uses a planned, sequential introduction of a set of phonic elements along with explicit teaching and practice of those elements. The National Reading Panel NPR concluded that systematic phonics instruction is more effective than unsystematic phonics or non-phonics instruction.

Phonics approaches include analogy phonics, analytic phonics, embedded phonics with mini-lessons, phonics through spelling, and synthetic phonics. According to a review of research related to English speaking poor readers , phonics training is effective for improving literacy-related skills, particularly the fluent reading of words and non-words, and the accurate reading of irregular words.

In addition, phonics produces higher achievement for all beginning readers, and the greatest improvement is experienced by students who are at risk of failing to learn to read. While some children are able to infer these rules on their own, some need explicit instruction on phonics rules. Some phonics instruction has marked benefits such as expansion of a student's vocabulary.

Overall, children who are directly taught phonics are better at reading, spelling and comprehension. A challenge in teaching phonics is that in some languages, such as English, complex letter-sound correspondences can cause confusion for beginning readers.

For this reason, it is recommended that teachers of English-reading begin by introducing the "most frequent sounds" and the "common spellings", and save the less frequent sounds and complex spellings for later.

Phonics is gaining world-wide acceptance. Phonics is taught in many different ways and it is often taught together with some of the following: oral language skills, [] [] concepts about print, [] phonological awareness , phonemic awareness , phonology , oral reading fluency , vocabulary, syllables , reading comprehension , spelling , word study, [] [] [] cooperative learning , multisensory learning , and guided reading.

And, phonics is often featured in discussions about science of reading , [] [] and evidence-based practices. The National Reading Panel U. Timothy Shanahan educator , a member of that panel, recommends that primary students receive 60—90 minutes per day of explicit, systematic, literacy instruction time; and that it be divided equally between a words and word parts e.

The Ontario Association of Deans of Education Canada published research Monograph 37 entitled Supporting early language and literacy with suggestions for parents and teachers in helping children prior to grade one. It covers the areas of letter names and letter-sound correspondence phonics , as well as conversation, play-based learning, print, phonological awareness, shared reading, and vocabulary.

Some researchers report that teaching reading without teaching phonics is harmful to large numbers of students; yet not all phonics teaching programs produce effective results. The reason is that the effectiveness of a program depends on using the right curriculum together with the appropriate approach to instruction techniques, classroom management, grouping, and other factors.

It is possible to teach most students how to read if we start early and follow the significant body of research showing which practices are most effective". Interest in evidence-based education appears to be growing. The BEE review concludes that a outcomes were positive for one-to-one tutoring, b outcomes were positive, but not as large, for one-to-small group tutoring, c there were no differences in outcomes between teachers and teaching assistants as tutors, d technology-supported adaptive instruction did not have positive outcomes, e whole-class approaches mostly cooperative learning and whole-school approaches incorporating tutoring obtained outcomes for struggling readers as large as those found for one- to-one tutoring, and benefitted many more students, and f approaches mixing classroom and school improvements, with tutoring for the most at-risk students , have the greatest potential for the largest numbers of struggling readers.

Robert Slavin, of BEE, goes so far as to suggest that states should "hire thousands of tutors" to support students scoring far below grade level—particularly in elementary school reading. What works clearinghouse allows you to see the effectiveness of specific programs.

For example, as of they have data on literacy programs. If you filter them by grade 1 only, all class types, all school types, all delivery methods, all program types, and all outcomes you receive 22 programs. You can then view the program details and, if you wish, compare one with another.

The programs it lists are proven effective in rigorous research as defined in the Every Student Succeeds Act. The Center for Research and Reform in Education at Johns Hopkins University provides the technical support to inform program selection. Systematic phonics is not one specific method of teaching phonics; it is a term used to describe phonics approaches that are taught explicitly and in a structured, systematic manner.

They are systematic because the letters and the sounds they relate to are taught in a specific sequence, as opposed to incidentally or on a "when needed" basis. The NRP also found that systematic phonics instruction is effective with varying degrees when delivered through one-to-one tutoring, small groups, and teaching classes of students; and is effective from kindergarten onward, the earlier the better.

It helps significantly with word-reading skills and reading comprehension for kindergartners and 1st graders as well as for older struggling readers and reading disabled students. Benefits to spelling were positive for kindergartners and 1st graders but not for older students.

Systematic phonics is sometimes mischaracterized as "skill and drill" with little attention to meaning. However, researchers point out that this impression is false. Teachers can use engaging games or materials to teach letter-sound connections, and it can also be incorporated with the reading of meaningful text. Phonics can be taught systematically in a variety of ways, such as: analogy phonics, analytic phonics, phonics through spelling, and synthetic phonics. However, their effectiveness vary considerably because the methods differ in such areas as the range of letter-sound coverage, the structure of the lesson plans, and the time devoted to specific instructions.

Systematic phonics has gained increased acceptance in different parts of the world since the completion of three major studies into teaching reading; one in the US in , [] [] another in Australia in , [] and the other in the UK in In , the UK Department of Education published a curriculum review that added support for systematic phonics. In fact, systematic phonics in the UK is known as Synthetic phonics. Beginning as early as , several states in the United States have changed their curriculum to include systematic phonics instruction in elementary school.

Analogy phonics is a particular type of analytic phonics in which the teacher has students analyze phonic elements according to the speech sounds phonograms in the word. For example, a type of phonogram known in linguistics as a rime is composed of the vowel and the consonant sounds that follow it e.

Teachers using the analogy method may have students memorize a bank of phonograms, such as -at or -am , or use word families e. Analytic phonics does not involve pronouncing individual sounds phonemes in isolation and blending the sounds, as is done in synthetic phonics. Rather, it is taught at the word level and students learn to analyze letter-sound relationships once the word is identified. Also, students might be asked to practice saying words with similar sounds such as b all, b at and b ite.

Furthermore, students are taught consonant blends separate, adjacent consonants as units, such as br eak or shr ouds. Embedded phonics , also known as incidental phonics , is the type of phonics instruction used in whole language programs. It is not systematic phonics. Short lessons are included based on phonics elements the students are having trouble with, or on a new or difficult phonics pattern that appears in a class reading assignment. The focus on meaning is generally maintained, but the mini-lesson provides some time for focus on individual sounds and the letters that represent them.

Embedded phonics is different from other methods because instruction is always in the context of literature rather than in separate lessons about distinct sounds and letters; and skills are taught when an opportunity arises, not systematically. For some teachers this is a method of teaching spelling by using the sounds phonemes.

It is taught systematically with guided lessons conducted in a direct and explicit manner including appropriate feedback. Sometimes mnemonic cards containing individual sounds are used to allow the student to practice saying the sounds that are related to a letter or letters e. Accuracy comes first, followed by speed. The sounds may be grouped by categories such as vowels that sound short e.

When the student is comfortable recognizing and saying the sounds, the following steps might be followed: a the tutor says a target word and the student repeats it out loud, b the student writes down each individual sound letter until the word is completely spelled, saying each sound as it is written, and c the student says the entire word out loud.

An alternate method would be to have the student use mnemonic cards to sound-out spell the target word. Typically, the instruction starts with sounds that have only one letter and simple CVC words such as sat and pin. Then it progresses to longer words, and sounds with more than one letter e.

Sometimes the student practices by saying or sounding-out cards that contain entire words. Synthetic phonics , also known as blended phonics, is a systematic phonics method employed to teach students to read by sounding out the letters then blending the sounds to form the word. This method involves learning how letters or letter groups represent individual sounds, and that those sounds are blended to form a word. The goal of either a blended phonics or synthetic phonics instructional program is that students identify the sound-symbol correspondences and blend their phonemes automatically.

Since , synthetic phonics has become the accepted method of teaching reading by phonics instruction in England, Scotland and Australia. The Rose Report from the UK concluded that systematic synthetic phonics was the most effective method for teaching reading. It also suggests the "best teaching" included a brisk pace, engaging children's interest with multi-sensory activities and stimulating resources, praise for effort and achievement; and above all, the full backing of the headteacher.

It also has considerable support in some States in the U. In the US, a pilot program using the Core Knowledge Early Literacy program that used this type of phonics approach showed significantly higher results in K-3 reading compared with comparison schools. Resources for teaching phonics are available here. Phonemic awareness is the process by which the phonemes sounds of oral language are heard, interpreted, understood and manipulated — unrelated to their grapheme written language.

It is a sub-set of Phonological awareness that includes the manipulation of rhymes , syllables , and onsets and rimes , and is most prevalent in alphabetic systems. When teaching phonemic awareness, the NRP found that better results were obtained with focused and explicit instruction of one or two elements, over five or more hours, in small groups, and using the corresponding graphemes letters. As mentioned earlier, some researchers feel that the most effective way of teaching phonemic awareness is through segmenting and blending, a key part of synthetic phonics.

A critical aspect of reading comprehension is vocabulary development. Otherwise, the reader must derive the meaning of the word using another strategy, such as context. If the development of the child's vocabulary is impeded by things such as ear infections that inhibit the child from hearing new words consistently then the development of reading will also be impaired. Sight words i.

On the other hand, using sight words as a method of teaching reading in English is seen as being at odds with the alphabetic principle and treating English as though it was a logographic language e. Chinese or Japanese. In addition, according to research, whole-word memorisation is "labor-intensive", requiring on average about 35 trials per word. And because a child will over time encounter many low-frequency words, "the phonological recoding mechanism is a very powerful, indeed essential, mechanism throughout reading development".

They suggest that learners should focus on understanding the principles of phonics so they can recognize the phonemic overlaps among words e. Sight vocabulary is a part of the phonics method. It describes words that are stored in long-term memory and read automatically. Skilled fully-alphabetic readers learn to store words in long-term memory without memorization i.

It takes significantly less time than memorization. This process works for fully-alphabetic readers when reading simple decodable words from left to right through the word. Irregular words pose more of a challenge, yet research in concluded that "fully-alphabetic students" learn irregular words more easily when they use a process called hierarchical decoding. In this process, students, rather than decode from left to right, are taught to focus attention on the irregular elements such as a vowel-digraph and a silent-e; for example, break b — r — ea — k , height h — eigh — t , touch t — ou — ch , and make m — a — k e.

Consequentially, they suggest that teachers and tutors should focus on "teaching decoding with more advanced vowel patterns before expecting young readers to tackle irregular words". Fluency is ability to read orally with speed, accuracy, and vocal expression.

The ability to read fluently is one of several critical factors necessary for reading comprehension. If a reader is not fluent, it may be difficult to remember what has been read and to relate the ideas expressed in the text to their background knowledge. This accuracy and automaticity of reading serves as a bridge between decoding and comprehension.

The NRP describes reading comprehension as a complex cognitive process in which a reader intentionally and interactively engages with the text. The science of reading says that reading comprehension is heavily dependent on word recognition i. Evidence supports the strong synergy between reading decoding and spelling encoding , especially for children in kindergarten or grade one and elementary school students at risk for literacy difficulties.

Research supports the use of embedded, picture mnemonic memory support alphabet cards when teaching letters and sounds, but not words. Whole language has the reputation of being a meaning-based method of teaching reading that emphasizes literature and text comprehension.

It discourages any significant use of phonics, if at all. Students are taught to use context and pictures to "guess" words they do not recognize, or even just skip them and read on. It aims to make reading fun, yet many students struggle to figure out the specific rules of the language on their own, which causes the student's decoding and spelling to suffer. As of , whole language is widely used in the US and Canada often as balanced literacy , however, in some US States and many other countries , such as Australia and the United Kingdom, it has lost favor or been abandoned because it is not supported by evidence.

In his book, Reading in the brain , cognitive neuroscientist, Stanislas Dehaene , said "cognitive psychology directly refutes any notion of teaching via a 'global' or 'whole language' method". He goes on to talk about "the myth of whole-word reading", saying it has been refuted by recent experiments. Balanced literacy is not well defined, however it is intended as a method that combines elements of both phonics and whole language.

The National Reading Panel concluded that phonics must be integrated with instruction in phonemic awareness, vocabulary, fluency, and comprehension. And, some studies indicate that "the addition of language activities and tutoring to phonics produced larger effects than any of these components in isolation".

They suggest that this may be a constructive way to view balanced reading instruction. However, balanced literacy has received criticism from researchers and others suggesting that, in many instances, it is merely whole language by another name. According to phonics advocate and cognitive neuroscientist Mark Seidenberg , balanced literacy allows educators to diffuse the reading wars while not making specific recommendations for change.

Instead, they should use evidence-based decoding methods such as systematic phonics. Structured literacy has many of the elements of systematic phonics and few of the elements of balanced literacy. It is considered to be beneficial for all early literacy learners, especially those with dyslexia. According to the International Dyslexia Association , structured literacy contains the elements of phonology and phonemic awareness , sound-symbol association the alphabetic principle and phonics , syllables , morphology , syntax , and semantics.

The elements are taught using methods that are systematic, cumulative, explicit, multisensory , and use diagnostic assessment. The three-cueing system the searchlights model in England is a theory that has been circulating since the s. Its roots are in the theories proposed in s by Ken Goodman and Marie Clay that eventually became whole language , reading recovery and guided reading e.

The "meaning cues" are semantic "does it make sense in the context? According to some, three-cueing isn't the most effective way for beginning readers to learn how to decode printed text. Consequently, researchers such as cognitive neuroscientists Mark Seidenberg and professor Timothy Shanahan do not support the theory. They say the three-cueing system's value in reading instruction "is a magnificent work of the imagination", and it developed not because teachers lack integrity, commitment, motivation, sincerity, or intelligence, but because they "were poorly trained and advised" about the science of reading.

The three Ps approach is used by teachers, tutors and parents to guide oral reading practice with a struggling reader. However, for others it is very different. In the prompt step, the tutor does not suggest the student skip the word or guess the word based on the pictures or the first sound.

Instead, they encourage student to use their decoding training to sound out the word, and use the context meaning to confirm they have found the correct word. Guided reading is small group reading instruction that is intended to allow for the differences in students' reading abilities. It is no longer supported by the Primary National Strategy in England as Synthetic phonics is the officially recognized method for teaching reading. Some reports state that it is 'unlikely to lead to literacy success' for all students, particularly those lacking foundational skills.

Shared oral reading is an activity whereby the teacher and students read from a shared text that is determined to be at the students' reading level. Leveled reading involves students reading from "leveled books" at an appropriate reading level.

A student that struggles with a word is encouraged to use a cueing system e. There are many systems that purport to gauge the students' reading levels using scales incorporating numbers, letters, colors and lexile readability scores.

Silent reading and self-teaching is a common practice in elementary schools. Based on the limited available studies on silent reading, the NRP concluded that independent silent reading did not prove an effective practice when used as the only type of reading instruction to develop fluency and other reading skills — particularly with students who have not yet developed critical alphabetic and word reading skills.

Other studies indicate that, unlike silent reading, "oral reading increases phonological effects". According to some, the classroom method called DEAR Drop everything and read is not the best use of classroom time for students who are not yet fluent. The suggestion is: "if some students are fluent readers, they could read silently while the teacher works with the struggling readers".

Languages such as Chinese and Japanese are normally written fully or partly in logograms hanzi and kanji , respectively , which represent a whole word or morpheme with a single character. There are a large number of characters, and the sound that each makes must be learned directly or from other characters which contain "hints" in them. However this is not true for all characters.

Kun readings , on the other hand, have to be learned and memorized as there is no way to tell from each character. Ruby characters are used in textbooks to help children learn the sounds that each logogram makes. These are written in a smaller size, using an alphabetic or syllabic script. For example, hiragana is typically used in Japanese, and the pinyin romanization into Latin alphabet characters is used in Chinese.

Textbooks are sometimes edited as a cohesive set across grades so that children will not encounter characters they are not yet expected to have learned. A debate has been going on for decades about the merits of phonics vs. It is sometimes referred to as the Reading Wars.

Until the mid's, phonics was the accepted method in the United States to teach children to read. Then, in Horace Mann , the Secretary of the Massachusetts Board of Education , advocated for a whole-word method of teaching reading to replace phonics. The whole-word method received support from Kenneth J. Goodman who wrote an article in entitled Reading: A psycholinguistic guessing game. Yet, other researchers say instruction in phonics and phonemic awareness are "critically important" and "essential" to develop early reading skills.

Independent review of the teaching of early reading Rose Report have also supported the use of phonics. Some notable researchers such as Stanislas Dehaene and Mark Seidenberg have clearly stated their disapproval of whole language. Furthermore, a study in the UK that compared teaching with phonics vs.

More recently, some educators have advocated for the theory of balanced literacy purported to combine phonics and whole language yet not necessarily in a consistent or systematic manner. It may include elements such as word study and phonics mini-lessons, differentiated learning, cueing, leveled reading, shared reading, guided reading, independent reading and sight words.

In addition, some phonics supporters assert that balanced literacy is merely whole language by another name. Over time a growing number of countries and states have put greater emphasis on phonics and other evidence-based practices see Phonics practices by country or region.

According to the report by the US National Reading Panel NRP in , [84] [] the elements required for proficient reading of alphabetic languages are phonemic awareness , phonics , fluency , [] vocabulary , [] and text comprehension. In non-Latin languages, proficient reading does not necessarily require phonemic awareness , but rather an awareness of the individual parts of speech, which may also include the whole word as in Chinese characters or syllables as in Japanese as well as others depending on the writing system being employed.

The Rose Report , from the Department for Education in England makes it clear that, in their view, systematic phonics , specifically synthetic phonics , is the best way to ensure that children learn to read; such that it is now the law. Other important elements are: rapid automatized naming RAN , [] [] a general understanding of the orthography of the language, and practice.

Difficulties in reading typically involve difficulty with one or more of the following: decoding, reading rate, reading fluency, or reading comprehension. Brain activity in young and older children can be used to predict future reading skill.

Cross model mapping between the orthographic and phonologic areas in the brain are critical in reading. Thus, the amount of activation in the left dorsal inferior frontal gyrus while performing reading tasks can be used to predict later reading ability and advancement. Young children with higher phonological word characteristic processing have significantly better reading skills later on than older children who focus on whole-word orthographic representation.

Difficulty with decoding is marked by having not acquired the phoneme - grapheme mapping concept. One specific disability characterized by poor decoding is dyslexia , defined as brain-based type of learning disability that specifically impairs a person's ability to read. It can also be inherited in some families, and recent studies have identified a number of genes that may predispose an individual to developing dyslexia. Individuals with reading rate difficulties tend to have accurate word recognition and normal comprehension abilities, but their reading speed is below grade level.

Many studies show that increasing reading speed improves comprehension. According to Carver , children's reading speed increases throughout the school years. On average, from grade 2 to college, reading rate increases 14 standard-length words per minute each year where one standard-length word is defined as six characters in text, including punctuation and spaces. Scientific studies have demonstrated that speed reading — defined here as capturing and decoding words faster than wpm — is not feasible given the limits set by the anatomy of the eye.

Individuals with reading fluency difficulties fail to maintain a fluid, smooth pace when reading. Strategies used for overcoming reading rate difficulties are also useful in addressing reading fluency issues. Individuals with reading comprehension difficulties are commonly described as poor comprehenders.

The simple view of reading holds that reading comprehension requires both decoding skills and oral language comprehension ability. Increasing vocabulary knowledge, listening skills and teaching basic comprehension techniques may help facilitate better reading comprehension. It is suggested that students receive brief, explicit instruction in reading comprehension strategies in the areas of vocabulary, noticing understanding, and connecting ideas.

Scarborough's Reading Rope also outlines some of the essential ingredients of reading comprehension. In some countries, a radio reading service provides a service for blind people and others who chose to hear newspapers , books, and other printed material read aloud, typically by volunteers. An example is Australia 's Radio Print Handicapped Network with stations in capital cities and some other areas. The following organizations measure and report on reading achievement in the United States and internationally:.

Four of these subjects — reading, writing, mathematics and science — are assessed most frequently and reported at the state and district level, usually for grades 4 and 8. NAEP reading assessment results are reported as average scores on a 0— scale. Students who were eligible for the National School Lunch Program NSLP had an average score that was 28 points lower than that for students who were not eligible.

The focus is on the working-age population between the ages of 16 and For example, the study shows the ranking of 38 countries as to the literacy proficiency among adults. The PIRLS report shows the 4th grade reading achievement by country in two categories literary and informational.

The history of reading dates back to the invention of writing during the 4th millennium BC. Although reading print text is now an important way for the general population to access information, this has not always been the case. With some exceptions , only a small percentage of the population in many countries was considered literate before the Industrial Revolution.

Some of the pre-modern societies with generally high literacy rates included classical Athens and the Islamic Caliphate. Scholars assume that reading aloud Latin clare legere was the more common practice in antiquity, and that reading silently legere tacite or legere sibi was unusual.

During the Age of Enlightenment , elite individuals promoted passive reading, rather than creative interpretation. Reading has no concrete laws, but lets readers escape to produce their own products introspectively, promoting deep exploration of texts during interpretation.

Some thinkers of that era believed that construction, or the creation of writing and producing a product, was a sign of initiative and active participation in society—and viewed consumption reading as simply taking in what constructors made. They considered readers of that time passive citizens, because they did not produce a product.

Michel de Certeau argued that the elites of the Age of Enlightenment were responsible for this general belief. Michel de Certeau believed that reading required venturing into an author's land, but taking away what the reader wanted specifically.

This view held that writing was a superior art to reading within the hierarchical constraints of the era. Before the mid 18th century, children's books in England usually had religious or instructional school books, conduct books themes, but by the mid to late 18th century books were designed to delight and novels would come into popularity. By the end of the 18th century literature made for children were flourishing, with perhaps as many as 50 books being printed every year in major cities. In 18th-century Europe, the then new practice of reading alone in bed was, for a time, considered dangerous and immoral.

As reading became less a communal, oral practice, and more a private, silent one—and as sleeping increasingly moved from communal sleeping areas to individual bedrooms, some raised concern that reading in bed presented various dangers, such as fires caused by bedside candles. Some modern critics, however, speculate that these concerns were based on the fear that readers—especially women—could escape familial and communal obligations and transgress moral boundaries through the private fantasy worlds in books.

Chapbooks were small, cheap forms of literature for children and adults that were sold on the streets, and covered a range of subjects such as ghost stories, crime, fantasy, politics and disaster updates. They provided simple reading matter and were commonplace across England from the 17th to the 19th century.

They are known to be passed down the generations. Their readership would have been largely among the poor, and among children of the middle class. Reading became even more pronounced in the 19th century with public notes, broadsides, catchpennies and printed songs becoming common street literature, it informed and entertained the public before newspapers became readily available. Advertisements and local news, such as offers of rewards for catching criminals or for the return of stolen goods, appeared on public notices and handbills, while cheaply printed sheets — broadsheets and ballads — covered political or criminal news such murders, trials, executions, disasters and rescues.

Technological improvements during the industrial revolution in printing and paper production; and new distribution networks enabled by improved roads and rail helped push an increased demand for printed reading matter. Besides this, social and educational changes such as wider schooling rates along with increasing literacy rates, particularly among the middle and working classes, helped boost a new mass market for printed material.

In 19th century Russia , reading practices were highly varied, as people from a wide range of social statuses read Russian and foreign-language texts ranging from high literature to the peasant lubok. The history of learning to read dates back to the invention of writing during the 4th millennium BC.

With respect to the English language in the United States, the phonics principle of teaching reading was first presented by John Hart in , who suggested the teaching of reading should focus on the relationship between what is now referred to as graphemes letters and phonemes sounds.

In the colonial times of the United States, reading material was not written specifically for children, so instruction material consisted primarily of the Bible and some patriotic essays. The most influential early textbook was The New England Primer , published in There was little consideration given to the best ways to teach reading or assess reading comprehension. Phonics was a popular way to learn reading in the s. William Holmes McGuffey — , an American educator, author, and Presbyterian minister who had a lifelong interest in teaching children, compiled the first four of the McGuffey Readers in It was designed to educate deaf people by placing a word alongside a picture.

By the defects of the whole-word method became so apparent to Boston schoolmasters that they urged the Board to return to phonics. The meaning-based curriculum came to dominate reading instruction by the second quarter of the 20th century. In the s and s, reading programs became very focused on comprehension and taught children to read whole words by sight.

Phonics was taught as a last resort. Edward William Dolch developed his list of sight words in by studying the most frequently occurring words in children's books of that era. Children are encouraged to memorize the words with the idea that it will help them read more fluently. Many teachers continue to use this list, although some researchers consider the theory of sight word reading to be a "myth".

Researchers and literacy organizations suggest it would be more effective if students learned the words using a phonics approach. In , Rudolf Flesch published a book entitled Why Johnny Can't Read , a passionate argument in favor of teaching children to read using phonics, adding to the reading debate among educators, researchers, and parents.

Government-funded research on reading instruction in the United States and elsewhere began in the s. In the s and s, researchers began publishing studies with evidence on the effectiveness of different instructional approaches.

During this time, researchers at the National Institutes of Health NIH conducted studies that showed early reading acquisition depends on the understanding of the connection between sounds and letters i. However, this appears to have had little effect on educational practices in public schools.

In the s, the whole language method was introduced. This method de-emphasizes the teaching of phonics out of context e. It became the primary method of reading instruction in the s and s. However, it is falling out of favor. The neuroscientist Mark Seidenberg refers to it as a "theoretical zombie" because it persists in spite of a lack of supporting evidence.

In the s the three-cueing system the searchlights model in England emerged. While the system does help students to "make better guesses", it does not help when the words become more sophisticated; and it reduces the amount of practice time available to learn essential decoding skills. Consequently, present-day researchers such as cognitive neuroscientists Mark Seidenberg and professor Timothy Shanahan do not support the theory. In the s Balanced literacy arose. It is a theory of teaching reading and writing that is not clearly defined.

Others say balanced literacy in practice usually means the whole language approach to reading. In the California Department of Education took an increased interest in using phonics in schools. By in the U. In Australia the report, Teaching Reading , recommends teaching reading based on evidence and teaching systematic, explicit phonics within an integrated approach. In Scotland a seven-year study the Clackmannanshire Report was published in The report found that, using synthetic phonics children from lower socio-economic backgrounds performed at the same level as children from advantaged backgrounds in primary school whereas with analytic phonics teaching, they did significantly less well.

There is evidence, though less secure, that synthetic phonics programs may be more beneficial than analytic phonics programs; however it is most important to teach systematically. Until , the English language syllabus of Singapore advocated "a balance between decoding and meaning-based instruction … phonics and whole language". However, a review in advocated for a "systematic" approach. Subsequently, the syllabus in had no mention of whole language and advocated for a balance between "systematic and explicit instruction" and "a rich language environment".

It called for increased instruction in oral language skills together with phonemic awareness and the key decoding elements of synthetic phonics, analytic phonics and analogy phonics. It is a synthesis of the scientific research on the development of early literacy skills in children ages zero to five as determined by the National Early Literacy Panel that was convened in Amongst other things, the report concluded that code-focused interventions on the early literacy and conventional literacy skills of young children yield a moderate to large effect on the predictors of later reading and writing, irrespective of socioeconomic status, ethnicity, or population density.

The English Language Arts Standards for Reading: Foundational Skills in Grades 1—5 include recommendations to teach print concepts, phonological awareness, phonics and word recognition, and fluency. In the United Kingdom a government white paper contained plans to train all primary school teachers in phonics. This includes having skills in "sound to graphemes", "decoding", and "blending". The project facilitates the training of primary school teachers in the use of a synthetic phonics program.

From to , the Trinidad and Tobago Ministry of Education appointed seven reading specialist to help primary and secondary school teachers improve their literacy instruction. From February to January , literacy coaches were hired in selected primary schools to assist teachers of kindergarten, grades 1 and 2 with pedagogy and content of early literacy instruction.

Primary schools have been provided with literacy resources for instruction, including phonemic awareness, word recognition, vocabulary manipulatives, phonics and comprehension. The school curriculum in Ireland focuses on ensuring children are literate in both the English language and the Irish language. The teachers' Professional Development guide [] covers the seven areas of attitude and motivation, fluency, comprehension, word identification, vocabulary, phonological awareness, phonics, and assessment.

It recommends that phonics be taught in a systematic and structured way and is preceded by training in phonological awareness. In the California Department of Education said children should know how to decode regularly spelled one-syllable words by mid-first grade, and be phonemically aware especially able to segment and blend phonemes ". In the New York State Public School system revised its English Language Arts learning standards, calling for teaching involving "reading or literacy experiences" as well as phonemic awareness from prekindergarten to grade 1 and phonics and word recognition for grades 1—4.

In the Colorado Department of Education updated their Elementary Teacher Literacy Standards with standards for development in the areas of phonology, phonics and word recognition, fluent automatic reading, vocabulary, text comprehension, handwriting, spelling, and written expression. Furthermore, it says a gap exists between what is known about how to teach reading and how teachers are able to teach reading.

It goes on to say that teachers' preparation programs must include evidence-based practices, including the five essential components of reading instruction phonemic awareness, phonics, fluency, vocabulary, and comprehension. The European Literacy Policy Network ELINET [] reports that Hungarian children in grades one and two receive explicit instruction in phonemic awareness and phonics "as the route to decode words". In grades three and four they continue to apply their knowledge of phonics, however the emphasis shifts to the more meaning-focused technical aspects of reading and writing i.

In the Ohio Department of Education adopted Reading Standards for Foundational Skills K—12 laying out a systematic approach to teaching phonological awareness in kindergarten and grade one, and grade-level phonics and word analysis skills in decoding words including fluency and comprehension in grades 1—5.

In the Arkansas Department of Education published a report about their new initiative known as R. As of , the Ministry of Education in New Zealand has online information to help teachers to support their students in years 1—3 in relation to sounds, letters, and words. It states that phonics instruction "is not an end in itself" and it is not necessary to teach students "every combination of letters and sounds".

After the s, supporters of the later started defending a so-called "mixed method" also known as Balanced literacy in which approaches from both methods are used. Influential researchers in psycho-pedagogy, cognitive sciences and neurosciences, such as Stanislas Dehaene [] and Michel Fayol have put their heavy scientific weight on the side of phonics.

In the ministry created a science educational council that openly supported phonics. Some have described his stance as "traditionalist", [] but he openly declared that the so-called mixed approach is no serious choice. In the Minnesota Department of Education introduced standards requiring school districts to "develop a local literacy plan to ensure that all students have achieved early reading proficiency by no later than the end of third grade" in accordance with a Statute of the Minnesota Legislature requiring elementary teachers to be able to implement comprehensive, scientifically based reading and oral language instruction in the five reading areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension.

Phonics , Fluency and Comprehension. The goal is to "increase teacher knowledge and implementation of evidence-based practices to positively impact student literacy achievement". In , the State of Connecticut passed an act concerning the "right to read" that will take effect in It requires education standards that are evidenced-based and scientifically-based and focused on competency in the five areas of reading: phonemic awareness, phonics, fluency, vocabulary development, and reading fluency, including oral skills and reading comprehension.

The OHRC's report deals with all students, not just those with learning disabilities. The Ontario curriculum encourages the use of the three-cueing system and balanced literacy , which are ineffective because they teach children to "guess" the meaning of a word rather than sound it out. What is required is a evidence-based curriculum and instruction including explicit and systematic instruction in phonemic awareness and phonics , b evidence-based screening assessments, c evidence-based reading interventions, d accommodations that are not used as a substitute for teaching students to read, and e professional assessments yet, not required for interventions or accommodations.

The Minister of Education for Ontario responded to this report by saying the government is taking immediate action to improve student literacy and making longer-term reforms to modernize the way reading is taught and assessed in schools, with a focus on phonics.

Their plan includes "revising the elementary Language curriculum and the Grade 9 English course with scientific, evidence-based approaches that emphasize direct, explicit and systematic instruction , and removing references to unscientific discovery and inquiry-based learning, including the three-cueing system, by For more information on reading educational developments, see Phonics practices by country or region.

Girl Reading , by Fritz von Uhde. Oil paint on canvas. Young Girls Reading by Auguste Renoir. A Young Girl Reading c. Miss Auras , by John Lavery , depicts a woman reading a book. A girl reading from the public domain image book, "What Shall We Do?

Youth reading , Persian miniature by Reza Abbasi From Wikipedia, the free encyclopedia. This is the latest accepted revision , reviewed on 22 April Taking in the meaning of letters or symbols. For the town in England, see Reading, Berkshire. For the article on literacy, see Literacy. For other uses, see Reading disambiguation. Main article: Writing system. See also: Reading achievement: national and international reports.

See also: Evidence-based education. Main article: Simple view of reading. Main article: Eye movement in reading. Eye fixation point. Main article: Dual-route hypothesis to reading aloud. Main article: Phonics. Main article: Analytic phonics. Main article: Synthetic phonics.

Main article: Phonemic awareness. Main article: Fluency. Main article: Whole language. Main article: Balanced literacy. Main article: Dyslexia. Main article: Reading comprehension. Main article: NAEP. Main article: PISA. Education portal Linguistics portal. Analytic phonics Balanced literacy Dyslexia Dual-route hypothesis to reading aloud Educational software Language Literacy Phonics Primary education Proofreading Reading comprehension Reading disability Reading for special needs Spelling Synthetic phonics Vocabulary Vocabulary development Women reading in art Whole language.

Oxford University Press. ISBN Reading Rockets". Typology of Writing Systems. John Benjamins Publishing. May Retrieved Language at the speed of light. Journal of Experimental Child Psychology. PMID The Atlantic. Social History. Journal of Language and Literacy Education. Cole Language at the speed of sight. Literacy in the new media age. New York: Routledge. Advancing health literacy: A framework for understanding and action. Press, NY.

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