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RTI: Reading Instruction - Coggle Diagram
RTI: Reading Instruction
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Phonemic Awareness
the ability to listen, identify, and manipulate phonemes—the smallest units of sounds that are combined to create words.
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A teacher’s primary focus is to help young students listen for, identify, and manipulate speech sounds so they can learn to recognize and create different words. It is important for teachers to introduce beginning readers to the relationship between sounds and words by providing auditory examples of how words are formed with sounds.
Phonics and Word Study
phonics instruction refers to teaching students about the relationship between sounds and written letters (known as the alphabetic principle) so that the students learn how to decode and read words. In word study instruction, students learn to use complex elements of reading to decode more advanced words (e.g., students learn how to decode words based on associated word meanings and by learning how to identify word parts, such as affixes and root words). The combination of phonics and word study helps students with word recognition, reading, and spelling.
The ability to sound out and recognize words is a major factor in text comprehension. More specifically, when students possess strong phonics and word study skills, they are able to translate written text into spoken words accurately and quickly. This allows students to concentrate on the purpose of reading: understanding the meaning of the text.
Fluency
Reading fluency refers to an ability to read text with accuracy, speed, and intonation.
A fluent reader will exhibit specific characteristics, such as:
Well-developed word-recognition skills, allowing the reader to use automatic decoding
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Appropriate expression and inflection, which create a rhythmic flow
Studies show that fluency and reading comprehension skills are closely related. Nonfluent readers work so hard at decoding individual words in a sentence that they end up not comprehending what they have read. Difficulty with decoding and sight-word recognition places greater demands on students’ cognitive abilities.
Vocabulary
a knowledge of words and what they mean. Students learn vocabulary through a variety of contexts such as talking, interacting, and playing with others; listening to stories; watching television; and attending school.
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Vocabulary instruction should occur in all grades because it benefits all students regardless of the students’ reading levels. Students learn vocab through direct and indirect methodds.
Reading Comprehension
Reading comprehension is the ability to understand written text, and it ultimately occurs when students translate written text into spoken text.
Reading comprehension is a critical skill that students must acquire. The National Reading Panel describes comprehension as the “essence of reading.” In other words, reading comprehension is necessary to achieve academic success and to continue a lifetime of learning.
Reading-comprehension strategies should be employed across the grade levels. These may be taught effectively through explicit instruction