Best Reading Education in 2022

Evidence-Based Reading Instruction and Phonics Through Print Sources

In this article, I discuss evidence-based reading instruction and how to teach phonics using a three-cueing system. I also discuss how to teach reading through print sources. And I conclude with some thoughts on the future of Reading Education. I hope you find this article informative and helpful. I hope you'll join me on my journey! Please consider sharing it with your friends! Happy reading! And may your reading journey be successful, too!

Evidence-based reading instruction

The term evidence-based reading instruction refers to a specific instructional strategy, approach, or method that is based on research and/or classroom experiments. It has many benefits for readers, including a strong foundation in phonics, a foundation in fluency, and a focus on comprehension. In reading education, this term is used interchangeably with research-based instruction. This article examines the use of evidence-based reading instruction in elementary school classrooms.

The National Institute of Child Health and Human Development has identified the basic reading skills and best practices in literacy instruction. Different programs and methods propose different strategies for teaching these skills. But the use of evidence-based reading instruction can help nearly everyone learn to read. Regardless of the factors that influence student reading achievement, there are proven methods that work. Listed below are some of the most common methods and programs for teaching reading. Listed below are some of the best practices for teaching reading.

Research on teaching children to read has been conducted throughout the world. Results from these studies show that children learn to read with consistent patterns and skills. They learn to connect spoken and written language by understanding the connections between the words and the text. Efforts are focused on comprehension. This goal is achieved when children master all the components of effective instruction. It is important to note that students also learn oral language and written expression, which are considered essential to literacy.

The use of evidence-based reading instruction in reading education also helps to prevent a student from falling behind. It is vital to implement evidence-based reading instruction, and teachers should use this research-based approach to ensure students' success. There are a number of different programs to choose from. To learn more about how evidence-based reading instruction works, read Jackie Mader's book "Evidence-Based Reading Instruction in Reading Education"

Teaching phonics

The method of teaching phonics in reading education is often described as intensive, but the term is not defined in phonics literature. The basic idea behind an intensive phonics program is that children learn to blend sounds from letters and blend them into words. The key is that children are taught in a systematic order and are exposed to phonics skills every day. In addition, proponents of this method emphasize a simplistic view of reading, focusing on decoding and comprehension.

Currently, there is a debate between phonics instruction and whole language instruction. The debate has been raging for nearly two centuries and has collected an incredible amount of philosophical, emotional, and political baggage. Fortunately, the results of phonics instruction are clear: children with an increasing vocabulary are more likely to understand a variety of children's literature. Consequently, parents and educators alike should continue to implement effective phonics instruction.

The costs of teaching phonics are not small. On average, teachers spend around $1,500 and $60 per student. These costs are incurred due to the need for specific materials and professional training. Although phonics instruction is generally associated with better reading outcomes, the evidence shows that it is beneficial to students in some contexts. In addition to formal training, teachers should also engage in ongoing professional development in effective assessment and phonics instruction.

Although phonics instruction is an integral part of a reading education program, there are still many school districts and teacher-training programs that ignore the science of phonics. Furthermore, many of these programs apply the science inconsistently, mixing conflicting approaches. According to a 2013 survey by the Education Week Research Center, 95 percent of teachers train to teach phonics. In addition, 75 percent of elementary school teachers use three-cuing, which teaches children to guess words by using their sounds, but critics argue that it gets in the way of decoding.

Teaching phonics through a three-cueing system

Teaching phonics through a three cueing system can be an effective strategy for struggling readers. While most readers can decode words with ease, struggling students often need help with multisyllabic words. This method teaches students to guess words by covering key words and allowing them to find meaning from the accompanying pictures. It is especially helpful for students who have trouble identifying the meaning of unfamiliar words.

Using a three-cueing system is not a radical change. In fact, some researchers say that this is a tweak and not a complete overhaul. While research on explicit systematic phonics, contextual cues, and syntactic cues has been around for decades, many other major literacy players haven't announced a similar shift yet.

In addition to the three-cueing approach, other methods are ineffective for developing phonic skills. Graphophonic systems are only effective for struggling readers who can't decode most words. A three-cueing system should be used only when other methods are unproductive. Regardless of the method, students need to develop an understanding of word-reading through phonics. The following are some benefits and drawbacks of teaching phonics through a three-cueing system.

Using the cueing system in your classroom may not be effective for all students. Some students may need more explicit phonics instruction and learn to read independently without cueing. Those students may develop a big bank of words that they recognize instantly. The key to a successful classroom is to develop a plan that works for your students. And remember: children need explicit phonics instruction.

Teaching phonics through print sources

In reading education, teaching phonics through print sources has long been considered a necessary component. Its importance was recognized in the 1950s after a landmark study by Dr. Harry E. Houtz. In the same decade, Jeanne Chall and Rudolf Flesch both wrote books critical of the absence of phonics instruction in school. The report also suggested that phonics instruction was beneficial to all students. Nevertheless, it has not been universally accepted as a reading education method.

While many people believe that the only way to teach children phonics is to use print resources, the fact is that students need to understand the relationship between letter names and sounds. For example, letter c is pronounced /see/, but actually denotes a sound such as /k/ or /s/. Some teachers even make the process of learning to read even more challenging by using print sources to teach phonics.

The phonics approach began in the ancient Greeks, when a group of people decided to add vowels to their alphabet. The earliest phonics materials showed syllable-building activities, and the Roman alphabet derived from the Greek. Phonics instruction has been around for many centuries, and a good sequence of print-to-speech activities should include both phonemic awareness and phonics activities. Speech-to-print activities include reading single words and sentences and building words into short sentences.

In 1994, the U.S. Department of Education evaluated beginning reading programs, and Dr. Marilyn J. Adams wrote a report on phonics in reading education. The report titled Beginning to Read: Thinking and Learning About Print, based on the findings, asserted that phonics was an effective way to teach children to decode unknown words. The resulting study triggered a "Reading Wars" debate, highlighting the need for systematic phonics and the complexities of phonics.

Teaching phonics through television

Children learn to recognize and decode letters and words through phonics. This process is also known as "look-say" or a "whole-word" approach. Phonics programs provide children with opportunities to practice decoding, spelling, and writing common words. Teachers can choose from several different approaches, such as systematic phonics instruction, phonics through books, and blending different methods.

Synthetic phonics encourages children to say individual sounds in words and blend them together to form words. This method is supported by some education experts as a powerful tool to improve literacy. Critics, however, say it is not as effective as phonics-based learning and only serves to improve a child's scores on phonics tests. Teaching phonics through television in reading education is a viable alternative.

The National Reading Panel recommends explicit synthetic phonics, which teaches children to blend individual speech sounds into words. The panel also recommends teaching children syllables and morphology, which are essential to spell-words. It is important to note that phonics instruction is not enough to improve a child's reading performance beyond the first grade. In addition, systematic phonics instruction is important for improving reading fluency and comprehension.

Non-systematic phonics instruction involves an informal approach that does not teach children to recognize letters and their sounds. The latter style encourages children to learn and practice phonics through informal methods, such as incorporating phonics through books and the television. Children need systematic, organized phonics instruction and the correct use of tools to make sense of the letters and sounds. It is also important to emphasize the importance of reading and writing in children.

Peter Shkurko

Proactive and Entrepreneurial International Sales and Business Development Executive with over 20 years Senior level experience in all aspects of strategic IT Sales, Management and Business Development. I have worked in Europe, the Middle East & Africa, Asia Pacific, Australia, South America and the USA. I have also worked extensively in new emerging markets such as China, Brazil and the Middle East. I also lived in the Middle East for a time and the USA for 6 years. Specialties: International Sales, Sales Enablement, Partner Development, Channel Development, Territory Planning,Cloud Technologies, International Business Development, Campaign Development, Client Retention, Key Account Management, Sales and Alliance Management Market Expansion(new and existing markets), Negotiations, DR Software, Storage, IBM Tivoli, DevOps, APM, Software Testing, Mainframe Technologies.

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