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“Are looking at seven essential terms for reading instruction these often get mixed up. We we must understand them if we are designed effective reading instruction and intervention here are seven terms. Let us clarify and or unpack. Them first of all reading is not sounding out words.
It is creating meaning with print. We use the psycholinguistic model to help us understand or a transactive view of reading not the phonological processing model reading is not simply sounding out words doing this without creating meaning you re just barking at print reading instructions should be designed to enable and enhance student s ability to create meaning not simply sounding out words. Because the brain uses three queueing systems to recognize words..
As we read yes we use the phonological system phonics yes we do but we also use the semantic and syntactic computing systems semantic meaning context syntactical grammar word order of the three the phonological system is the least efficient word identification is a strategy. We used to identify to find out what a word is the word is in our lexicon. We know the meaning. But we don t recognize that it is unknown and there are four word identification strategies yes we teach phonics but we should also be teaching morphemic analysis context.
Clues and analogy we teach all four strategies now word. Recognition is automatic or instant knowledge of a word. Oh..
I know what it is we don t have to do anything we do it automatically in fact is the desired end state of reading that we do not have to use a word identification strategy. It is automatic the term for that is called automaticity decoding. Is using the code phonics to identify unknown words. Again remember is one of four strategies.
If that s the only strategy. We are using or teaching forward identification. We are falling far short of what we should be doing the fifth one is a strategy that is a cognitive process that we consciously apply to a task we do that with one of the word identification strategies oh i don t know what that word is i need to use one of those four strategies to identify that word or figure out what it is study skills strategies that s something we consciously apply and comprehension strategies..
They are strategies. We teach the strategy to develop the skill that means we teach the strategy. So that you do it automatically a skill is a cognitive process that has become automated. We want to our word identification strategies to become automatic.
So we don t have to think about it and again. We teach the strategy to develop the skill study skill strategies the same way we take notes how we do these things we don t have to think about it comprehension strategy. We don t have to think about it we do it automatically and the last one is systematic phonics instruction typically we think oh systematic that means you start at one place and we follow the recipe would go down the same path in a systematic order no no that means..
There s some system in place to make sure that the essential skills are taught in meaningful context not in a predetermined order. But there are some essential skills that are taught we document we have some system in place so that we can document what skills are taught when they are taught and when they have learned them. And i like to use a simple checklist so we know when the put the date when the skills are taught and when they are mastered systematic instruction does not mean we start at one point and go in a predetermined order that does not make sense that s not how the brains create meaning print and human beings are not standardized process our products. Seven essential terms for reading instruction.
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Understanding these 7 terms is essential for designing effective reading instruction and interventions: reading, word identification, word recognition, decoding, strategy, skills, and systematic phonics instruction. Dr. Andy Johnson, Reading Specialist. www.Readocity.com
andy johnson, reading, instruction, word identification, word recognition