SEVEN COMPONENTS OF READING RESEARCH

Seven Components of Reading Research

Seven Components of Reading Research

There are seven components to an effective reading intervention program: explicit direct instruction, graphophonemic know ledge, phonemic awareness, linguistic, meaning based, multi sensory, process oriented, and individualized. When combined, these components form the foundation for a successful reading intervention program. This paper explores not only each component, but also the way in which the Academy of Reading builds upon the components to provide a solid foundation for students learning to read (www.teachingstrategies.com).

As an early childhood teacher, you know the importance of language and literacy learning in your program. You know that literacy learning depends upon more than teaching the ABCs, introducing children to environmental print, setting up a Library Area, or clapping out syllables in a word. Language and literacy are tools for thinking and communicating (webcache.googleusercontent.com).

When teachers plan meaningful ways for children to use language and literacy as tools, children are motivated to become readers and writers, and they learn about the features, forms, and functions of written and spoken language. Young children seek to be part of a social group and to communicate with the important people in their lives, first orally and later through print. While young children may not use sophisticated communication strategies, they are definitely eager to share urgent thoughts, ideas, needs, and feelings. This desire to communicate and participate in the classroom community motivates young children to persist in the often challenging tasks of early literacy. Because it is based on continuous interactions with knowledgeable adults, literacy learning is integrated into the overall, comprehensive program in a Creative Curriculum classroom (www.teachingstrategies.com).

This approach recognizes that play is an essential part of learning for preschool children. The skills children learn through purposeful, productive, and high-level play—skills in verbalization, vocabulary, language comprehension, problem solving, observation, empathy, imagination, assuming another's perspective, using symbols, and learning to cooperate with others—are foundational skills for all cognitive development (www.teachingstrategies.com).

A teacher in a Creative Curriculum classroom knows how to maximize children's learning opportunities as they play by thoughtfully observing children, reflecting on what children are doing, and planning ways to guide and extend learning. This process is also used to plan appropriate direct instruction. Explicit direct instruction: instruction that is systematic, sequential, and cumulative, and is organized and presented in away that follow s a logical sequential plan. It should not assume prior skills or language know ledge. The Academy of Reading is based on the belief that a bottom-up, training to the deficit is an effective approach to the teaching and remediation of reading skills. The phonemic awareness training component of the Academy of Reading follows a task analytic approach in which the awareness of phonemes is trained in small, individual units. Each unit is considered an essential part of a complete awareness of phonemes (webcache.googleusercontent.com).

The units are presented in an order that is inline with the natural developmental sequence of the learner. Furthermore, the reading subskills section of the Academy of Reading follows ...