Starting Out Right A Guide to Promoting Children's Reading Success (1999) / Chapter Skim
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Promoting Children's Reading Success
Promoting Children's Reading Success
Pages 5-14
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From page 5... ...
Failure to learn to read adequately for continued school success is especially likely among poor children, among children who are members of racial minority groups, and among those whose native language is not English. Achieving educational excellence for ah requires an understanding of why these disparities exist as well as serious, informed efforts to redress them.
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From page 6... ...
They also need sufficient practice with a variety of texts to achieve fluency, so that both word recognition and reading comprehension become increasingly fast, accurate, and wed coordinated. Three main accomplishments characterize good readers: I;: -I - , rem ·...
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From page 7... ...
They read with Fluency'that is'theycan identify words swiftly so that whet is read is understood and reading itself is enjoyable. Children start to accumulate the skills needed for reading early in life building a Preschool Language and Literacy Foundation which includes opportunities for children to develop oral language skills' including phonological awareness' motivation to reed' appreciation for literate forms' print awareness' and letter knowledge.
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From page 8... ...
These language and literacy accomplishments are achieved best through activities that are integrated across different developmental areas, that is, cognitive development, fine and gross motor development, social and emotional development, and language development. Given the opportunity, young children develop vocabulary, other language skins, and basic knowledge about the world around them.
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From page 9... ...
Children can and should develop some degree of phonological awareness in the preschool years, because it is a crucial early step toward understanding the alphabetic principle and, ultimately, toward learning to read. Another necessary circumstance for reading success is, of course, excellent reading instruction once children begin school.
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From page 10... ...
First grade instruction should be designed to provide explicit instruction and practice with sound structures that lead to phonemic awareness, familiarity with spelling-sound correspondences and common spelling conventions and their use in identifying printed words, NsightN recognition of frequent words, and independent reading, including reading aloud. A wide variety of wellwritten and engaging texts that are below the children's frustration level should be provided.
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From page 11... ...
Formal instruction in reading needs to focus on the development of two sorts of mastery: word recognition and comprehension. In Preventing Reading Difficulties in Young Children (National Academy Press, 1998)
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From page 12... ...
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From page 13... ...
1 ~ _ : it:: ~ :~ Promoting Children's reading difficulties among the current generation of children in America, we must provide them with opportunities to: · explore the many uses and functions of written language and develop mastery of them, understand, learn, and use the relationships between the spellings of words and the sounds of speech to recognize and spell written words, practice and enhance vocabulary, language, and comprehen sion skills, have adults read to them and discuss and react to the literature, experience enthusiasm, joy, and success in learning to read and write, use reading and writing as tools for learning, receive effective prevention programs as early as possible if they are at risk of potential reading difficulties, and receive effective intervention and remediation programs, wellintegrated with their everyday classroom activities, as soon as they begin to have difficulty.
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From page 14... ...
Throughout the book we have tried to include the voices of a wide range of people teachers, parents, pediatricians, volunteer tutors, and researchers. We also have provided vignettes of effective programs and interventions from around the country.
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