1.4 major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension, and motivation) and how they are integrated in effective and efficient reading
Language is a system that involves many different components that are required to work together in order for language to be meaningful. When reading written text, these components must also work together to decode and identify words, make connections with background knowledge and comprehend the material. In order for fluency and comprehension to take place, all systems must be working simultaneously. It’s important for teachers to understand this to identify areas that may be problematic for some students and choose teaching techniques that are most beneficial for that student. Each individual component effects other components and a breakdown in use of one area can cause breakdowns in other areas as well. Reading involves constant use of all of these components to find success.
The first artifact is a response that I wrote for discussion board after evaluating websites to see how they addressed phonemic awareness, word identification, phonics, vocabulary, background knowledge, fluency, comprehension, and motivation. This response identifies specific websites and I give details about how each site supports the components of reading. This is useful for me because I can focus my instruction on specific components that kids may be struggling with. In order for reading to be successful, each of these systems must be developed so that they can work simultaneously. The second artifact is an article titled An Introduction to Whole Language Theory by Rhodes & Dudley-Marling. This article explains how all of the systems work together to create effective and efficient reading. Each system is not able to stand on it's own, instead they rely on each other. Students must have motivation, background knowledge, and specific reading skills such as phonemic awareness, word identification, vocabulary, fluency, and comprehension. These systems build on each other and work together to make reading successful.
Language is a system that involves many different components that are required to work together in order for language to be meaningful. When reading written text, these components must also work together to decode and identify words, make connections with background knowledge and comprehend the material. In order for fluency and comprehension to take place, all systems must be working simultaneously. It’s important for teachers to understand this to identify areas that may be problematic for some students and choose teaching techniques that are most beneficial for that student. Each individual component effects other components and a breakdown in use of one area can cause breakdowns in other areas as well. Reading involves constant use of all of these components to find success.
The first artifact is a response that I wrote for discussion board after evaluating websites to see how they addressed phonemic awareness, word identification, phonics, vocabulary, background knowledge, fluency, comprehension, and motivation. This response identifies specific websites and I give details about how each site supports the components of reading. This is useful for me because I can focus my instruction on specific components that kids may be struggling with. In order for reading to be successful, each of these systems must be developed so that they can work simultaneously. The second artifact is an article titled An Introduction to Whole Language Theory by Rhodes & Dudley-Marling. This article explains how all of the systems work together to create effective and efficient reading. Each system is not able to stand on it's own, instead they rely on each other. Students must have motivation, background knowledge, and specific reading skills such as phonemic awareness, word identification, vocabulary, fluency, and comprehension. These systems build on each other and work together to make reading successful.