5+Big+Ideas+of+Reading


 * Phonological Awareness, Phonics, Fluency, Voabulary and Comprehenion **

__Phonological Awareness__ Phonological awareness involves understanding the different ways in which spoken language can be broken down and manipulated. Phonemic awareness is just one type of phonological awareness, defined as the ability to notice, think about and manipulate the individual sounds in words (phonemes).

Phonemic Awareness= auditory, speech based, phonemes to graphemes.

//Phonological Awareness encompasses:// Initial Sound Isolation, Final Phoneme Isolation, Addition and Manipulation of Phonemes, Phoneme Blending, Phoneme Segmentation, Deletion of Phonemes, Subsitution of Phonemes, and much more.

Why is this important? Aquisition of phonological awareness is an important factor in learning to read and spell. Studies have identified phonemic awareness and letter knowledge as the two best school-entry predictors of how well a child will learn to read during their first two years of school. When older students who have been taught to read are still struggling, they often lack phonemic awareness.

__Phonics (Alphabetic Principle)__ Phonics= visual, print oriented, spelling sound system.

"The goal of phonics is not that children be able to state the 'rules' governing letter sound relationships. Rather the purpose is to get across the alphabetic principle, the prinicple that there are systematic realationships between the letter sounds" (Becoming a Nation of Readers, Anderson et al. 1985, p.38). Brain research suggest the brain is a pattern detector, not a rule applier, and that decoding a word occurs when the brain recognizes a familiar spelling pattern or, if the pattern is not familiar, searches through its store of words with similiar patterns (Adams, 1990).

Phonics instructions should be systematic and explicit even up into the upper grades. In third through fifth grades focus should shift to advanced word analysis skills, complex letter/sound correspondence, syllibication and structural analysis, and orthographic techniques to learn new patterns.

__Fluency__ Fluency refers to the rapid, automatic, efficient and accurate identification of written text. Oral reading that is fluid, accurate and rapid indicates good word recognition skills. Fluency does have a direct correlation to comprehension rates. It is important to remember the term fluency is more then words per minute. Prosody, or the stress and intonation of the language, while reading is and important component while reading.

__Vocabulary__ There are two types of vocabulary- oral vocabualry used during speaking and listening and written vocabulary used when reading and writing. An effective vocabulary program fosters word consciousness through a variety of texts, levels and variety of techiques such as contextual analysis and structural analysis, while learning to use resources.

__Comprehension__ The ultimate goal of reading is comprehension. Comprehension is a strategic process of constructing meaning from a text through the use of context clues and prior knowledge. Reading is the process of thinking along with and creating meaning from a text, while employing phonemic awareness, phonics, fluency, and vocabulary as a means to this end. //Behaviors of good readers include//: making predictions, creating visual images, drawing inferences, determining main ideas, self montiroing for understanding, applying fix-it up strategies, connecting prior knowledge, reveiwing, evaluating and applying what they have read. //Fix it Up Strategies//: Reread, Read Ahead, Figure out Unknown Words, Look at Sentence Structure, Make a Mental Image, Define your Purpose for Reading, Ask Questions, Make Predications, Make Connections to What you Already Know, Look at pictures, illustrations, charts amd graphs,...


 * http://www.readinglady.com/mosaic/tools/Fix-Up%20Strategies%20bookmarks%20by%20Cherie This is a link to a nice book mark for students for the Fix It Up Startegies to use while readi **