Posted by Mrs. McFaul on March 5th, 2008
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Reading Resource Room
Posted by admin on June 7th, 2006
Reading Resource Room
In Grades 1-6, the Reading Resource Specialists support classroom teachers in reading instruction. The Reading Resource Specialists meet regularly with the classroom teachers to develop both short and long range reading plans. Incorporated into the reading instruction are the Scott Foresman Reading Program, The Spalding Method of Phonics for Teaching Reading, and selected quality literature.
The Reading Resource Specialists provide options for assessment groupings and for individual assessment to track student reading progress throughout the year.
At the Kindergarten level, the Specialists support phonics instruction and reading assessment.
The three curricular reading programs that the Reading Resource Specialists support include the following five areas of reading instruction, which are appropriate to grade level and ongoing assessment.
1. Phonemic Awareness
Phonemic Awareness “teaches children to notice, think about, and work with (manipulate) sounds in spoken language.” (Put Reading First: The Research Building Blocks for Teaching Children to Read, 2001 publication developed by the Center for the Improvement of Early Reading Achievement.) Developing Phonemic Awareness skills helps children to be aware of how sounds and words work before they learn to read printed words.
2. Phonics
In development of phonics skills, children learn that there is a predictable relationship between written letters and spoken words. “It teaches children to use these relationships to read and write words.” (Put Reading First: The Research Building Blocks for Teaching Children to Read, 2001 publication developed by the Center for the Improvement of Early Reading Achievement.) Because the human brain is a pattern seeker, phonics instruction as a basis for reading is very effective.
3. Fluency
Reading fluency is the ability to read accurately and quickly. As students become more fluent, word recognition becomes automatic and comprehension increases. “Fluency develops gradually over considerable time and through substantial practice.” (Put Reading First: The Research Building Blocks for Teaching Children to Read, 2001 publication developed by the Center for the Improvement of Early Reading Achievement.)
4. Vocabulary
Vocabulary plays a critical role in learning to read. Children who are learning to read will use words they speak and hear to make sense of the words they see in print. Although most vocabulary is learned through everyday experiences with language, we use direct instruction of specific words relevant to new text in order to increase reading comprehension.
5. Comprehension
“Comprehension is the reason for reading. If readers can read the words but do not understand what they are reading, they are not really reading.” (Put Reading First: The Research Building Blocks for Teaching Children to Read, 2001 publication developed by the Center for the Improvement of Early Reading Achievement.) Students can improve their reading comprehension by using specific comprehension strategies that are explicitly taught and modeled.
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