Teaching
Reading
We work with many beginning
readers, and parents are always interested in learning what our program does,
and why. We believe that reading instruction, to be effective, must include
four key components. These are phonics/decoding, comprehension, fluency, and
subject matter. There are numerous programs that teach phonics. We believe that
they miss the mark by not addressing the
other vital components needed to create the enthusiasm and excitement for reading
that are so important in creating truly great readers.
Decoding
Decoding means looking at a
word and figuring out what it is. Phonics is a key part of decoding, because
most words are spelled as they sound, so once a reader knows phonics,
it is possible to read new words that have never been seen before. Phonics by
itself, though, is not enough. Words like cough and tough both have the “ough” combination, but it has a different sound in each. So
a second and very important part of decoding is learning the common places
where the rules don’t work.
Comprehension
Comprehension is vital. A
child may be able to decode words perfectly, but if he or she doesn’t
understand the material, then the decoding is just a boring and pointless
exercise. A student who does not comprehend may sound out words perfectly, but
that student will think of reading as a pointless and boring exercise rather
than as an exciting and interesting activity.
Fluency
Fluency is more than speed.
A fluent reader has a natural rhythmic flow, without disruptions or
hesitations. Fluent reading facilitates enjoyment and comprehension. Children love
activities they can quickly and easily, without unnecessary struggle. Children
lose interest in anything they consider slow or laborious. They are by nature individuals
who need instant reinforcement. Reading needs to be done at a pace that
maintains interest by keeping the story moving. When reading is slow, it’s easy
to lose the thread of a story between the start and end of a paragraph, and
when the story is lost, there is nothing to engage the child’s interest.
Subject
Matter
For a child to become a
great reader, he or she must perceive reading as a source of pleasure. The
material given to the learning reader must be brilliantly matched to the individual
child’s interests and reading level so that reading is both fluent and
rewarding. Whether fiction or non-fiction, the reading material must be
high-interest, exciting, and rewarding. Selecting such
material means learning about the individual’s particular enthusiasms. A
good match of material to student results in an enthusiastic reader who knows
that reading is exciting, and who will want to read independently.
Putting
It All Together
Reading drives all
academics. It drives comprehension of factual material, it drives imagination,
visualization, appreciation of literature, and perhaps most importantly it
drives development of vocabulary. Without an adequate repertoire of words and
their meanings, even benefiting from classroom instruction can be severely
inhibited. So the seven hours or so that a child spends in school each day are
intrinsically tied to literacy, vocabulary, ideas, and meanings. None of this can
reach its highest potential without strong reading skills.