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Reading comprehension and vocabulary are inextricably linked together. The ability to decode or identify and pronounce words is self-evidently important, but knowing what the words mean has a major and direct effect on knowing what any specific passage means while skimming a reading material.
The simple view of reading is that reading is the product of decoding and language comprehension. In this context, “reading” refers to “reading comprehension”, “decoding” is simply recognition of written words [1] and “language comprehension” means understanding language, whether spoken or written.
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.
As a result, the brain adapts to the challenge of reading. The process of reading involves most of the brain, especially an interconnection between visual areas and language areas; but also neural systems related to action, emotion, decision-making, and memory. [2] [3] The science of reading (SOR) is the discipline that studies reading. [4]
Reading readiness has been defined as the point at which a person is ready to learn to read and the time during which a person transitions from being a non-reader into a reader. Other terms for reading readiness include early literacy and emergent reading. Children begin to learn pre-reading skills at birth while they listen to the speech ...
Free voluntary reading (FVR) or recreation reading, related to the comprehension hypothesis, is an educational theory that says many student gains in reading can be encouraged by giving them time to read what they want without too many evaluative measures. Sustained silent reading is a method of implementing recreational and FVR theory.
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