Frequently Asked Questions (FAQs) About Explicit Reading Instruction in Grades K-3

Frequently Asked Questions (FAQs) about Explicit Reading Instruction in Grades K-3
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Frequently Asked Questions (FAQs) about Explicit Reading Instruction in Grades K-3
What is the Importance of Explicit Reading Instruction in Grades K-3?
Explicit reading instruction is important in Grades K-3 because these are the foundational years for reading, and students need to receive explicit instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension to achieve future reading success. Explicit instruction is a structured, systematic training method based on research and evidence-based practices (Nasir et al., 2021). It involves modeling the skills and strategies that readers should use, providing guided practice and feedback, and allowing for independent practice. With explicit instruction, teachers intentionally instruct and provide direct instruction in the skills and strategies needed for reading success.
What are the Effects that Dyslexia can Have on Reading Success?
Dyslexia is a specific learning disability that impacts an individual’s ability to understand and process written language. Because of this difficulty with written language, individuals with dyslexia often struggle with reading. The effects of dyslexia on reading success can include difficulty with decoding, fluency, and comprehension (Chung et al., 2020). Students with dyslexia may struggle to recognize letters and their corresponding sounds and have difficulty blending sounds to read words. Students with dyslexia may also struggle with reading fluency and may read slowly, with mistakes, and with pauses between words. Lastly, students with dyslexia may struggle to comprehend what they have read.
What is the Science of Reading and Scarborough’s Reading Rope?
The Science of Reading is an evidence-based technique to training reading grounded in research and practice. It proposes that reading comprises five components: phonemic awareness, phonics, fluency, vocabulary, and comprehension, and that these components must be taught in sequential order. Scarborough’s Reading Rope is a visual representation of these components and how they build on each other. The Reading Rope begins with phonemic awareness, which is the capability of recognizing and manipulating sounds in spoken language (Hanson, 2022). This approach is followed by phonics, the ability to connect sounds to written language. Fluency follows: the capability of reading text accurately, fast, and with expression. Vocabulary follows fluency: Vocabulary is the ability to understand and use words correctly. Finally, comprehension is the ability to understand, interpret and make meaning of what is read.
What are the Two Research-Based Instructional Strategies for Each Component of Reading Appropriate for K-3 Students?
Two instructional strategies for phonemic awarenes...