Reading is a Complex and Critical Part of Academics
Reading is a complex, developed skill composed of many parts. All students learn to read and develop literacy skills in different ways and at different times. There is a lot of back and forth in their development as they ascend in grades. One day a child appears to read just fine and the next seems to be struggling with a new aspect. This type of development is normal. With informed instruction and support all students will flourish and can become successful readers. During this long and laborious journey it is critical for parents and educators involved in a child's reading development to understand the many components that shape this essential life skill and support them along the way.
Click Here To Learn More about the Value of Literacy
Understanding the Parts that make up the Reading Skill
In the early years of elementary school the focus of reading development is on word recognition that includes the alphabetic principle, phonics, decoding and orthography (how words are formed/spelled in relationship to their meaning). As students master the foundations for word recognition their reading begins to blossom with a greater focus on fluency and comprehension. Here is where the challenge begins. Comprehension is the component that carries the student through the rest of their academic career. Fluency is intricately woven into this level of understanding called comprehension. Whether students are learning about science, social studies, language arts or math reading is the vehicle to achievement and comprehending what they are reading is imperative to their academic success.
Fluency
Fluency is the oral ability to which a child reads. It is typically measured by the accurate and automatic recognition of words with proper pacing; however there are other are a couple of other components to fluency. These components help further demonstrate a child's knowledge of oral reading that are essential in the bridge to comprehension. They include
Reading is a complex, developed skill composed of many parts. All students learn to read and develop literacy skills in different ways and at different times. There is a lot of back and forth in their development as they ascend in grades. One day a child appears to read just fine and the next seems to be struggling with a new aspect. This type of development is normal. With informed instruction and support all students will flourish and can become successful readers. During this long and laborious journey it is critical for parents and educators involved in a child's reading development to understand the many components that shape this essential life skill and support them along the way.
Click Here To Learn More about the Value of Literacy
Understanding the Parts that make up the Reading Skill
In the early years of elementary school the focus of reading development is on word recognition that includes the alphabetic principle, phonics, decoding and orthography (how words are formed/spelled in relationship to their meaning). As students master the foundations for word recognition their reading begins to blossom with a greater focus on fluency and comprehension. Here is where the challenge begins. Comprehension is the component that carries the student through the rest of their academic career. Fluency is intricately woven into this level of understanding called comprehension. Whether students are learning about science, social studies, language arts or math reading is the vehicle to achievement and comprehending what they are reading is imperative to their academic success.
Fluency
Fluency is the oral ability to which a child reads. It is typically measured by the accurate and automatic recognition of words with proper pacing; however there are other are a couple of other components to fluency. These components help further demonstrate a child's knowledge of oral reading that are essential in the bridge to comprehension. They include
- Prosody also known as reading with expression that demonstrates an understanding of the material/text being read.
- Proper phrasing of sentences.
Check out this video for a better understanding of fluency.
Comprehension
Reading comprehension is the ability to understand or make meaning out of what is being read. This is a complicated, unheard process that requires more than simple knowledge of the words written. This is where fluency can sometimes mislead educators and parents into believing that a student is a good reader and comprehends based on how we "hear" them read. Many times fluency correctly predicts comprehension; however only ongoing monitoring of all the reading skills identifies a readers strengths and weaknesses. This provides the educator with the information needed to make informed decisions about instruction for each individual student.
Comprehension is contributed to and develops through
Reading comprehension is the ability to understand or make meaning out of what is being read. This is a complicated, unheard process that requires more than simple knowledge of the words written. This is where fluency can sometimes mislead educators and parents into believing that a student is a good reader and comprehends based on how we "hear" them read. Many times fluency correctly predicts comprehension; however only ongoing monitoring of all the reading skills identifies a readers strengths and weaknesses. This provides the educator with the information needed to make informed decisions about instruction for each individual student.
Comprehension is contributed to and develops through
- Background knowledge- prior knowledge or experience about what a student is reading.
- Self monitoring- being able to know when to go back and make sure the meaning is clear.
- Visualizing- Being able to see what is described by the text.
- Inferring- Figuring out what is being implied through the words that are written.
- Predicting- predicting what is about to happen based on what has been read.
- Questioning- Questioning what is meant by what is written.
- Summarizing- Taking what has been read and summarizing it so others would know what the story was about.
Together we can make a difference in your child's literacy development.
Great Sites to help grow a lifetime love for reading.
References
Kuhn, M. R., Schwanenflugel, P. J., Meisinger, E. B., Levy, B. A., & Rasinski, T. V. (2010). Aligning theory and assessment of reading fluency: automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2), 230-251. dx.doi.org/10.1598/RRQ.45.2.4
Hosp, J. L., & Suchey, N. (2014). Reading assessment: Reading fluency, reading fluently, and comprehension-commentary on the special topic. School Psychology Review, 43(1), 59-68. http://search.proquest.com.jproxy.lib.ecu.edu/docview/1536853073?accountid=10639
Applegate, M., Applegate, A., & Modla, V. (2009). “She’s my best reader; she just can't comprehend”: Studying the relationship between fluency and comprehension. The Reading Teacher, 62(6), 512–521. http://onlinelibrary.wiley.com/doi/10.1598/RT.62.6.5/abstract
Kuhn, M. R., Schwanenflugel, P. J., Meisinger, E. B., Levy, B. A., & Rasinski, T. V. (2010). Aligning theory and assessment of reading fluency: automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2), 230-251. dx.doi.org/10.1598/RRQ.45.2.4
Young, V. (2014). Reading at Home-Tips for Parents. All Students Can Shine. http://www.allstudentscanshine.com/search?q=reading+at+home
Images obtained from Google Images Search
Kuhn, M. R., Schwanenflugel, P. J., Meisinger, E. B., Levy, B. A., & Rasinski, T. V. (2010). Aligning theory and assessment of reading fluency: automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2), 230-251. dx.doi.org/10.1598/RRQ.45.2.4
Hosp, J. L., & Suchey, N. (2014). Reading assessment: Reading fluency, reading fluently, and comprehension-commentary on the special topic. School Psychology Review, 43(1), 59-68. http://search.proquest.com.jproxy.lib.ecu.edu/docview/1536853073?accountid=10639
Applegate, M., Applegate, A., & Modla, V. (2009). “She’s my best reader; she just can't comprehend”: Studying the relationship between fluency and comprehension. The Reading Teacher, 62(6), 512–521. http://onlinelibrary.wiley.com/doi/10.1598/RT.62.6.5/abstract
Kuhn, M. R., Schwanenflugel, P. J., Meisinger, E. B., Levy, B. A., & Rasinski, T. V. (2010). Aligning theory and assessment of reading fluency: automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2), 230-251. dx.doi.org/10.1598/RRQ.45.2.4
Young, V. (2014). Reading at Home-Tips for Parents. All Students Can Shine. http://www.allstudentscanshine.com/search?q=reading+at+home
Images obtained from Google Images Search