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What Are Phonemic Awareness And Phonics Affect Reading?

967 Words4 Pages

These five characteristics work together to build the reading understanding. As children acquire reading skills they must develop in all five of these parts in order to become effective readers. Tompkins (2014) asserts “reading is a constructive process of creating meaning that involves the reader, the text, and the purpose within social and cultural contexts. The goal is comprehension, understanding the text and being able to use it for the intended purpose.” Children who are excited about reading are skilled readers.
Phonemic Awareness and Phonics Phonics, while very similar to phonemic awareness, is different. Where phonemic awareness is about the awareness of the sound of phonemes, phonics is the awareness and recognition that those …show more content…

By the time a reader completes a sentence, they may fail to recall what the sentence was about. Comprehension is obstructed because the method of decoding takes so much time and energy the short-term memory cannot comprehend the disjointed input of information. By distinction, a fluent reader reads in smooth and nonstop phrases and the brain can recall and understand what is read. Pikulski and Chard (2005) claim, “Fluency has sometimes been viewed as essentially an oral reading phenomenon”. There is a substantial amount of evidence that recognizes reading fluency’s influence on reading comprehension. Through automaticity and prosody, a connection can be built between reading fluency and comprehension. Reading fluency needs to develop an instructional emphasis in the classroom. While rate appears to get most of the emphasis, all three components of reading fluency need and deserve to be addressed equally. The fluency strategies should be administered to all students’, and they have greater chance of becoming a reader who can answer literature thoughtfully and with meaning, which is the ultimate goal. Fluency and comprehension go hand in hand because without the students’ ability to ready fluently then they will be unable to comprehend any given

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However, when students walk into their English classes, no one anticipates for the professor to ask, what does reading mean? The majority, probably have never pondered the question before and almost everyone will likely not have a vivid memory of when they first realize they could read. Alberto Manguel did, when he walked us through his memory of being four years old and discovering he could read, in his essay “Reading Our World Around Us” (5). Manguel also speaks of reading as an acquired sense; beyond eyesight, beyond touch and taste, but a “sense that can decipher, translate and give voice to, reading” (6). Then there is Rick Moody, author of “The Joy and Enthusiasm of Reading,” who proposes that there is no “right” or “wrong” way to read a text.

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First, as an educator it is important to realize all of the different aspects that go into reading and that different students will struggle with different aspects. It will also be crucial to use repetition when introducing and furthering reading skills in my class. I cannot expect every child to pick up on the key concepts on the first day. I will have to use some of the different techniques mentioned in this book to get all of my children excited about reading.

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They also appear to enjoy learning the content due to their involvement. The goal of this activity was to build students reading skills by working them through the subject and allowing them to discuss amongst each other any information that relates to the subject of the reading. It is also intended to help the students think as they read. This helped enable the students understand the subject of the reading, offer their own insight, and identify words more easily. This will also allow students to identify new words and will increase their ability with word identification and reading skills.

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Prosody, an integral component Reader’s Theatre, is critical in reading fluency. Additionally, prosody is essential in reading fluency and often predicts comprehension (Whalley & Hansen, 2006). Using prosody a measure, Raskinski, Rikli & Johnston (2009) discovered fluency to have a strong correlation with silent reading comprehension. Unlike good readers, struggling readers require ample opportunities for fluency-focused practice (Hudson, Lane & Pullen, 2005), which Reader’s Theatre incorporates. Finally, Keehn (2003) found Reader’s Theatre had a positive impact on not only fluency expressiveness and rate but also on

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Reading is an essential life skill. The ultimate goal of reading is to comprehend and make meaningful connections with text. Therefore, the development of skills needed for reading begins at an early age and progresses through stages into adulthood (Chall, 1996). Within the early stages of reading development, children begin learning and acquiring these specific skills. Moreover, many of the skills learned during early childhood are constrained skills.

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