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According to the report by the US National Reading Panel (NRP) in 2000, the skills required for proficient reading are phonological awareness, phonics (sound-symbol correspondence), fluency, vocabulary, and text comprehension.
Skills required for proficient reading
According to the National Reading Panel, the ability to read requires proficiency in a number of language domains: phonemic awareness, phonics (sound-symbol correspondence), fluency, vocabulary, and text comprehension.
- Phonemic awareness: The ability to distinguish and manipulate the individual sounds of language. The broader term, phonological awareness, also includes rhymes, syllables, and onsets and rimes.
- Phonics: Method that stresses the acquisition of letter-sound correspondences and their use in reading and spelling. This helps beginning readers understand how letters are linked to sounds (phonemes), patterns of letter-sound correspondences and spelling in English, and how to apply this knowledge when they read.
- Fluency: The ability to read orally with speed, accuracy, and vocal expression. The ability to read fluently is one of several critical factors necessary for reading comprehension. If a reader is not fluent, it may be difficult to remember what has been read and to relate the ideas expressed in the text to his or her background knowledge. This accuracy and automaticity of reading serves as a bridge between decoding and comprehension.
- Vocabulary: A critical aspect of reading comprehension is vocabulary development. When a reader encounters an unfamiliar word in print and decodes it to derive its spoken pronunciation, the reader understands the word if it is in the reader's spoken vocabulary. Otherwise, the reader must derive the meaning of the word using another strategy, such as context.
- Reading Comprehension :The NRP describes comprehension as a complex cognitive process in which a reader intentionally and interactively engages with the text. Reading comprehension is heavily dependent on skilled word recognition and decoding, oral reading fluency, a well-developed vocabulary and active engagement with the text.
Reading difficulties have a common source. Problems processing spoken words hinder a student’s ability to translate written words into speech. Regardless of age, subtle auditory or phonological (speech-sound) processing issues hinder reading.[How to reference and link to summary or text]
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- Wolf, M (2007). Proust and the Squid: The Story and Science of the Reading Brain. Harper
- Children of the Code: The Code and the Challenge of Learning to Read It
- Earobics reading program
- Florida Center for Reading Research
- Read Naturally fluency program
- Sonday System reading program
- Sound Reading program
- The abc - de Haan reading method
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