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reading and writing 

Reading, simply understood, is getting meaning from symbols that rep resent the language we speak.

Phoneme Knowledge, Phonemes are small units of sound. Children learn, for instance, that words such as "boy" and "ball" begin with the same sound but that "hat" and "toy" do not.

Letter Name Knowledge. Learning to identify letters by name is another important skill.

Sound-Symbol Relationships. When children can associate the sound they hear in a word with the symbol, or letter, that represents that sound, they are learning sound symbol relationships.

Pre-School Language Program - Public or private preschool programs offer activities that range from those with academic objectives to those encouraging play activities alone.

Kindergarten Reading Readiness Programs- Pre-reading activities may include listening to and talking about stories and engaging in repetitive pattern rhymes, songs, and word games on a daily basis. By the middle of the school year, most kindergarten programs become more academic, and specific reading readiness skills are emphasized.

  • Phoneme Knowledge - Phonemes are small units of sound. Children learn, for instance, that words such as "boy" and "ball" begin with the same sound but that "hat" and "toy" do not. They also come to know that there are three sounds in the word "cat." This pre reading skill can begin to be learned at home as parents talk, sing, and play word games with their children.

  • Letter Name Knowledge - Learning to identify letters by name is another important skill. Children should be able to look at the single letter b, for instance, and say its name. Parents who talk about letters in signs, ads, and on grocery items, and who also ask children to pick out letters themselves, give children a big advantage in learning to read.

  • Sound-Symbol Relationships - When children can associate the sound they hear in a word with the symbol, or letter, that represents that sound, they are learning sound-symbol relationships. For instance, children may know that the first sound they hear in the word "dog" is represented by the letter d.

Developing Reading Fluency - Fluency means reading with speed and accuracy. The most effective and efficient way to acquire this advanced reading skid is for a youngster to read as much and as often as practicable.

Beginning Reading

  • In the 1990's, there were four dominant reading curriculum programs used in primary grade reading programs in the United States and elsewhere in the world where English is the language of instruction.

  • These programs are most often referred to as literature-based code emphasis, whole language, and eclectic reading curricula.

Literature-Based Programs - Reading textbooks, or readers, containing stories of literary quality with high appeal for children are the core of these programs.

  • They are written for specific grade levels. Selected vocabulary from each story is studied, and students learn a variety of reading skills as well.

  • These include word recognition skills, comprehension development, study and reference skills, and literary appreciation.

Code Emphasis Programs - Readers in these programs are also written for specific grade levels. The focus of student attention in these readers, however, is on phonics. Phonics is the intensive study of sounds, letters, and word elements such as consonant blends—br, bl, th—and vowel combinations—ou, oo, ea.

  • These programs are very structured. Children often learn to sound out individual words in isolation. Then they read stories that include examples of the same or similar words.

Whole Language Programs - have been growing in popularity since the mid-1980s Usually they do not have a designated grade level content, nor do they necessarily have a specific curriculum.

  • Instead of readers, library books or trade books, often called natural language books, are selected by students and teachers to be used for reading and classroom discussion. Studying "theme clusters" is a typical whole language classroom activity.

  • While studying a theme on rivers, for example, students may pursue related topics in the context of mathematics, science, social studies, health, and reading. Specific reading skills are learned as the need arises on an individual or small group basis.

Eclectic Reading Programs - These programs use materials and methods selected from various sources.

  • An eclectic program might include some features of any or all of the three programs described above. Most primary-grade teachers use components of many different curriculum approaches on a day-to-day instructional basis.

Special School Reading Programs - to assist pupils who are having trouble learning to read.

  • Most of these programs attempt to individualize instruction as much as possible. Staff teachers and psychologists use various tests to diagnose a student's specific problems.

  • Then a program of instruction is planned and implemented to meet the specific needs of that student.

  • Special reading programs may include early intervention, Reading Recovery, and all-day kindergarten language development.

Assessing Reading Progress - Standardized reading tests and other language evaluations are commonly administered in schools. Federally mandated tests known as the National Assessment of Educational Progress are administered every four years, and many states require their own tests at various grade levels. The results of these tests are most often used to determine the general progress of all students in the schools. When properly interpreted, however, they can be useful in assessing individual pupil progress in reading.

Developing Lifelong Readers - We learn to read at home and in school. We become fluent readers through positive home influences, supportive schools and teachers, and wise personal choices. The third and highest level of reading proficiency, literacy, is vital to an individual's intellectual and emotional development and to one's ability to make positive contributions to society.

Reading, simply understood, is getting meaning from symbols that rep resent the language we speak.

Phoneme Knowledge, Phonemes are small units of sound. Children learn, for instance, that words such as "boy" and "ball" begin with the same sound but that "hat" and "toy" do not.

Letter Name Knowledge. Learning to identify letters by name is another important skill.

Sound-Symbol Relationships. When children can associate the sound they hear in a word with the symbol, or letter, that represents that sound, they are learning sound symbol relationships.

Pre-School Language Program - Public or private preschool programs offer activities that range from those with academic objectives to those encouraging play activities alone.

Kindergarten Reading Readiness Programs- Pre-reading activities may include listening to and talking about stories and engaging in repetitive pattern rhymes, songs, and word games on a daily basis. By the middle of the school year, most kindergarten programs become more academic, and specific reading readiness skills are emphasized.

  • Phoneme Knowledge - Phonemes are small units of sound. Children learn, for instance, that words such as "boy" and "ball" begin with the same sound but that "hat" and "toy" do not. They also come to know that there are three sounds in the word "cat." This pre reading skill can begin to be learned at home as parents talk, sing, and play word games with their children.

  • Letter Name Knowledge - Learning to identify letters by name is another important skill. Children should be able to look at the single letter b, for instance, and say its name. Parents who talk about letters in signs, ads, and on grocery items, and who also ask children to pick out letters themselves, give children a big advantage in learning to read.

  • Sound-Symbol Relationships - When children can associate the sound they hear in a word with the symbol, or letter, that represents that sound, they are learning sound-symbol relationships. For instance, children may know that the first sound they hear in the word "dog" is represented by the letter d.

Developing Reading Fluency - Fluency means reading with speed and accuracy. The most effective and efficient way to acquire this advanced reading skid is for a youngster to read as much and as often as practicable.

Beginning Reading

  • In the 1990's, there were four dominant reading curriculum programs used in primary grade reading programs in the United States and elsewhere in the world where English is the language of instruction.

  • These programs are most often referred to as literature-based code emphasis, whole language, and eclectic reading curricula.

Literature-Based Programs - Reading textbooks, or readers, containing stories of literary quality with high appeal for children are the core of these programs.

  • They are written for specific grade levels. Selected vocabulary from each story is studied, and students learn a variety of reading skills as well.

  • These include word recognition skills, comprehension development, study and reference skills, and literary appreciation.

Code Emphasis Programs - Readers in these programs are also written for specific grade levels. The focus of student attention in these readers, however, is on phonics. Phonics is the intensive study of sounds, letters, and word elements such as consonant blends—br, bl, th—and vowel combinations—ou, oo, ea.

  • These programs are very structured. Children often learn to sound out individual words in isolation. Then they read stories that include examples of the same or similar words.

Whole Language Programs - have been growing in popularity since the mid-1980s Usually they do not have a designated grade level content, nor do they necessarily have a specific curriculum.

  • Instead of readers, library books or trade books, often called natural language books, are selected by students and teachers to be used for reading and classroom discussion. Studying "theme clusters" is a typical whole language classroom activity.

  • While studying a theme on rivers, for example, students may pursue related topics in the context of mathematics, science, social studies, health, and reading. Specific reading skills are learned as the need arises on an individual or small group basis.

Eclectic Reading Programs - These programs use materials and methods selected from various sources.

  • An eclectic program might include some features of any or all of the three programs described above. Most primary-grade teachers use components of many different curriculum approaches on a day-to-day instructional basis.

Special School Reading Programs - to assist pupils who are having trouble learning to read.

  • Most of these programs attempt to individualize instruction as much as possible. Staff teachers and psychologists use various tests to diagnose a student's specific problems.

  • Then a program of instruction is planned and implemented to meet the specific needs of that student.

  • Special reading programs may include early intervention, Reading Recovery, and all-day kindergarten language development.

Assessing Reading Progress - Standardized reading tests and other language evaluations are commonly administered in schools. Federally mandated tests known as the National Assessment of Educational Progress are administered every four years, and many states require their own tests at various grade levels. The results of these tests are most often used to determine the general progress of all students in the schools. When properly interpreted, however, they can be useful in assessing individual pupil progress in reading.

Developing Lifelong Readers - We learn to read at home and in school. We become fluent readers through positive home influences, supportive schools and teachers, and wise personal choices. The third and highest level of reading proficiency, literacy, is vital to an individual's intellectual and emotional development and to one's ability to make positive contributions to society.