Chapter 13: Chapter 12: IntelligenceChapter 11: Cognitive Load TheoryPart IV: Cognitive Psychology
  • Science of Reading

    • Science of Reading

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    Good Media VS. Bad Media

    Mod 11.2 Science of reading and systematic phonics

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    Summary:

    The science of reading, as defined by the National Reading Panel (NRP, 2000), is "the study of the cognitive and neural processes involved in reading, as well as the instruction and assessment of reading abilities." Systematic phonics instruction is a method of teaching reading that is effective for helping children learn to read, particularly for those who are struggling or at risk for reading difficulties. The National Reading Panel (NRP, 2000) states that systematic phonics instruction "teaches the relationships between letters and sounds, and helps children learn to read words by sounding them out." This approach is effective in numerous studies, such as the one conducted by the National Institute of Child Health and Human Development (NICHD, 2000), which found that "children who received systematic phonics instruction performed significantly better on reading tests than those who did not."

    The ultimate goal of systematic phonics instruction is to help students develop the ability to read words accurately and fluently and to acquire the necessary skills for reading comprehension. This approach can be combined with other reading instruction methods, such as whole language instruction, to provide a well-rounded reading program.

    Examples of how you can help your students with phonics.

    Decoding practice: Students practice sounding out and decoding words that contain the sounds and letter-sound relationships they have learned.

    Phonics games: Students can practice their phonics skills through interactive games and activities such as word matching, flashcards, bingo, etc.

    Reading practice: Students read decodable text that contains the sounds and letter-sound relationships they have learned.

    Phonemic awareness: Students practice identifying, blending, segmenting, and manipulating individual sounds (phonemes) in words

    Phoneme segmentation: Students learn to break words down into their sounds (phonemes). For example, a student may learn to segment the word "cat" into the sounds /c/ /a/ /t/.

    Phonics charts: Students learn the relationship between letters and sounds by using charts that show the sounds associated with each letter.

    Word building: Students learn to build words by adding individual sounds (phonemes) together. For example, a student may learn to add the sound /s/ to the word "cat" to form the word "cats."

    Sound blending: Students learn to blend individual sounds (phonemes) to form words. For example, a student may learn to blend the sounds /b/ /a/ /t/ to form the word "bat."

    Quiz:

    1. What is the main goal of systematic phonics instruction?

    1. a. To help students develop the ability to read words accurately and fluently.
    2. b. To improve students' vocabulary
    3. c. To help students acquire the necessary skills for public speaking.
    4. d. To improve students' writing skills

    2. According to the National Reading Panel (NRP), what is the definition of the science of reading?

    1. a. The study of the cognitive and neural processes involved in reading
    2. b.  The study of the history and evolution of written language
    3. c. The study of the social and cultural factors that influence reading development
    4. d.  The study of the relationship between reading and other academic subjects
    Which of the following is an example of a phonemic awareness activity that can help students improve their reading skills?
    1. a. Reading aloud a complex text to improve fluency
    2. b.   Memorizing sight words to improve vocabulary
    3. c. Playing a game that requires students to identify and manipulate individual sounds in words
    4. d. Listening to audiobooks and discussing their content in class
    Mrs. Johnson has four students in her first-grade classroom. Each student is at a different reading level. Johnny is struggling to identify the sounds of individual letters and needs extra practice with phonics. Sarah can read simple words but struggles with more complex words and needs to work on her decoding skills. Jack can read fluently but has difficulty with reading comprehension and needs to work on understanding what he is reading. Emma is an advanced reader and needs challenging texts to continue to develop her reading skills. Which of the following activities would be most appropriate for Johnny to improve his phonics skills?
    1. a.  Reading a challenging text to improve fluency
    2. b.   Memorizing sight words to improve vocabulary
    3. c. Practicing sounding out and decoding words that contain the sounds and letter-sound relationships he has learned
    4. d. Reading decodable text that contains the sounds and letter-sound relationships he has learned



    Sources:

    1. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.

    2. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction.

    3. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. National Academy Press.

    4. National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. National Institute for Literacy.

    5. Torgesen, J. K., Houston, D. D., Rissman, L. M., Decker, S. M., Roberts, G., Vaughn, S., Wexler, J., Francis, D. J., Rivera, M. O., & Lesaux, N. (2018). Academic literacy instruction for adolescents: A guidance document from the center on instruction. University of Oregon.

    6. Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific studies of reading, 9(2), 167-188.



    Phonics

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