The document discusses several key points about reading development and instruction:
- Reading growth occurs as readers read more and can understand what they read, while struggling readers have more difficulty as texts become more complex.
- Most vocabulary growth happens indirectly through language exposure rather than direct teaching, and reading volume contributes more to vocabulary growth than oral language.
- Providing students with varied reading experiences is important for developing skills like fluency, automaticity, and general knowledge.
- A balanced approach to reading instruction should teach essential skills like phonemic awareness, phonics, fluency, vocabulary, and comprehension.
2. Reading growth is always happening As long as readers read And can understand most of what they read
3. Good readers get better; Struggling readers have a harder and harder time The Matthew Effect
4. Lack of exposure and practice on the part of less-skilled readers Delays the development of the speed and automaticity that are needed to Efficiently read the complex texts at secondary levels.
5. The bulk of vocabulary growth occurs indirectly Through language exposure, rather than direct teaching. And reading volume, more than oral language, Is the main contributor to vocabulary growth.
6. Most oral speech, Even that of college graduates, Has about the same level of vocabulary as a children’s book.
7. TV is at a lower vocab level than speech; Even popular magazines are at a much higher level than either TV or speech.
8. How much you read matters For fluency, automaticity, vocabulary growth… And, general knowledge.
13. Balanced Approach Means teaching the essentials: Phonemic awareness, phonics, fluency, vocab and comprehension. Phonemic awareness, phonics, fluency, vocaband comprehension.
14. What is this the definition of? The dispositions and habits of mind that enable students to enter the ongoing conversations appropriate to college thinking, reading, writing, and speaking are inter-related and multi-tiered. Students should be aware of the various logical, emotional, and personal appeals used in argument; additionally, they need skills enabling them to define, summarize, detail, explain, evaluate, compare/contrast, and analyze. Students should also have a fundamental understanding of audience, tone, language usage, and rhetorical strategies to navigate appropriately in various disciplines.
15. Generally, grades K-3 are considered the Learning to Read years, grades K4-8 are the Reading to Learn years, And adolescence and adulthood are the Using Reading and Writing to Think years.
16. We can find the reading level of a text By using an algorithm thatevaluates The complexity of a text By counting Syllables, Words, And Sentences.
17. We can increase interest And comprehension Of difficult texts By building “Text Sets” That include simpler versions of the target text, Comic books related to the topic, Maps, Photos, Videos, Etc.
