![]() ![]() ![]() Students were taught to memorize high-frequency words using flash cards rather than decoding the parts. In the past, high-frequency words were considered to have no regular spelling pattern however, this is often not the case. This is an example of existing research being refined and better understood through modern discovery. Then comes the meaning processor and finally the context processor. The phonological processor fires first, followed quickly by the orthographic processor. After extensive research using functional MRIs, neuroscientists have proven that the model has been taught in reverse order for decades. Use of this model started with the context processor and focused on context to make sense of the word. 5 The four-part processor is one theoretical model used to explain how the brain learns to read. READ BETWEEN THE LINES 4 THE SCIENCE OF READING IS DIFFERENT Students in Arkansas will benefit as evidence based practices are incorporated into classroom instruction. The goal is to create readers who look at the word and try to sound it out before using the picture to check for visual clues. The shift to using decodable texts – which have a large percentage of words that are decodable based on what has already been taught – will lead students to become automatic at decoding. These strategies did not provide students with the skills to decode unfamiliar words. ![]() When trying to read an unknown word, students were taught to look at the first letter and the picture and guess the word. In contrast, leveled texts are largely predictable, filled with high frequency words, and contain a high level of picture support. Research on successful reading instruction supports practicing what has already been learned. Phonics has traditionally been taught in context of a specific book or need the focus now is to provide more explicit phonics instruction. From letter/ sound correspondences to blends, digraphs, syllable types and division rules all the way through morphology, teachers must understand the intricacies in order to help a student make sense of the language. We know that for phonics instruction to be successful, it must have scope and sequence that moves from easier to more difficult. Teachers must be very explicit in teaching phonics. ![]()
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