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Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.
What is required is a) evidence-based curriculum and instruction (including explicit and systematic instruction in phonemic awareness and phonics), b) evidence-based screening assessments, c) evidence-based reading interventions, d) accommodations that are not used as a substitute for teaching students to read, and e) professional assessments ...
Explicit, systematic instruction is recognized as having a direct impact on student success, especially in low-achieving students and supports its use in phonics instruction. [ 5 ] [ 6 ] As well, research shows phonics instruction is useful to students of all ages [ 7 ] [ 8 ] and other research validates intense instruction in decoding skills ...
The Institute of Education Sciences (the independent, non-partisan statistics, research, and evaluation arm of the U.S. Department of Education), describes the approach as follows: "Orton-Gillingham is a broad, multisensory approach to teaching reading and spelling that can be modified for individual or group instruction at all reading levels.
The National Reading Panel concluded that systematic phonics instruction is more effective than unsystematic phonics or non-phonics instruction. [ 6 ] Systematic phonics is not one specific method of teaching phonics; it is a term used to describe phonics approaches that are taught explicitly and in a structured, systematic manner.
Whole language is a philosophy of reading and a discredited [8] educational method originally developed for teaching literacy in English to young children. The method became a major model for education in the United States, Canada, New Zealand, and the UK in the 1980s and 1990s, [7] despite there being no scientific support for the method's effectiveness. [9]
Learners gain explicit knowledge through direct instruction, studying grammar explanations, or engaging in metalinguistic discussions. Unlike implicit knowledge, explicit knowledge can be verbalized. For example, a learner might state that the third-person singular in English requires an "-s" ending on the verb, even if they do not always ...
Balanced literacy is a theory of teaching reading and writing the English language that arose in the 1990s and has a variety of interpretations. For some, balanced literacy strikes a balance between whole language and phonics and puts an end to the so called "reading wars".
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