Module 1: The Five Components of Reading

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Module 1The Five Components of Reading
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PPLSP Training Modules

• 1.      Introduction to the Five Components of
  Reading
• 2.      Introduction to the PPLSP and CBLA
• 3.      Instructional Strategies
• 4.      Phonemic Awareness Evidence and
  Strategies
• 5.      Phonics Evidence and Strategies
• 6.      Fluency Evidence and Strategies
• 7.      Vocabulary Evidence and Strategies
• 8.      Comprehension Evidence and Strategies
• 9.      Reading Strategies for Secondary Teachers
  in other Content Areas
• 10. Bodies of Evidence and a Process for
  Building the ILP

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Goals for this Module

1. To introduce the reports from the National
   Reading Panel (2000)
2. To increase background knowledge about the 5
   components of reading
3. To generate a common level of understanding
   within your group
4. To provide a foundation for future discussion
   about the new Rules for the Colorado Basic
   Literacy Act, effective ILPs, and improved
   teaching and learning in all content areas

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Question

• Thumbs Up, Thumbs Middle, or Thumbs Down How
  would you rate your knowledge of the 5 components
  of reading?
• I could teach a class on the topic
• I know some things, but need to know more
• What are the 5 components?

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Findings of the National Reading Goals Panel2000
Report www.nifl.gov

• Congressional mandate to help teachers, parents,
  and policymakers identify key skills and methods
  central to reading achievement
• Charged with reviewing research in reading
  instruction and identifying methods that
  consistently relate to reading success.
• Reviewed 100,000 studies with the following
  criteria
• Generalizable
• Effective
• High Quality
• Addressed achievement in one or more skills in
  reading
• All studies had a stringent peer-review process
• Organized into 5 Dimensions of Reading Phonemic
  awareness, phonics, vocabulary, fluency,
  comprehension

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Five Components of Reading

• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension

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Activity

• You will need
• the Executive Summary from the National Reading
  Panel
• Module 1 Worksheet
• Count off into 5 groups. Each group will be
  assigned to a component
• Read the assigned section quietly, then, within
  each group discuss the following
• What is this component?
• What does a problem in this area look like or
  sound like?

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Phonemic Awareness

• Phonemic awareness is the ability to hear,
  identify, and manipulate individual sounds
  phonemes in spoken words
• It is important because it improves childrens
  word reading and reading comprehension and helps
  children to spell.
• Phonemic awareness can be developed through a
  number of activities including asking children to
  identify phonemes, categorize phonemes, blend
  phonemes to form words, segment words into
  phonemes, delete or add phonemes to form new
  words, and substitute phonemes to make new words.
• Phonemic awareness instruction is most effective
  when children are taught to manipulate phonemes
  by using the letters of the alphabet and when
  instruction focuses on only one or two rather
  than several types of phoneme manipulation.

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Phonics

• Phonics instruction helps children learn the
  relationships between letters of written language
  and the sounds of spoken language.
• Phonics instruction is important because it leads
  to understanding of the alphabetic principle
  the systematic and predictable relationships
  between written letters and spoken sounds.
• Programs of phonics instruction are effective
  when they are systematic (the plan of instruction
  includes a carefully selected set of
  letter-sounds relationships that are organized
  into a logical sequence) and explicit (the
  programs provide teachers with precise directions
  for the teaching of these relationships).
• Effective phonics programs provide ample
  opportunities for children to apply what they are
  learning about letters and sounds to the reading
  of words, sentences, and stories.
• Systematic and explicit phonics instruction
  significantly improves childrens word
  recognition, spelling, and reading comprehension,
  and is most effective when it begins in
  kindergarten and first grade.

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Fluency

• Fluency is the ability to read a text accurately
  and quickly.
• Fluency is important because it frees students to
  understand what they read.
• Reading fluency can be developed by modeling
  fluent reading and by having students engage in
  repeated oral reading.
• Monitoring student progress in reading fluency is
  useful in evaluating instruction and setting
  instructional goals and can be motivating to
  students.

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Vocabulary

• Vocabulary refers to the words we must know to
  communicate effectively.
• Oral vocabulary refers to words that we use in
  speaking or recognize in listening.
• Reading vocabulary refers to words we recognize
  or use in print.
• Vocabulary is important because beginning readers
  use their oral vocabulary to make sense of words
  they see in print and readers must know what most
  of the words mean before they can understand what
  they are reading.
• Vocabulary can be developed
• Indirectly when students engage daily in oral
  language, listen to adults read to them, and read
  extensively on their own
• Directly when students are explicitly taught both
  individual words and word learning strategies

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Comprehension

• Text comprehension is important because
  comprehension is the reason for reading.
• Text comprehension is purposeful and active.
• Text comprehension can be developed by teaching
  reading comprehension strategies.
• Text comprehension strategies can be taught
• Through explicit instruction
• Through cooperative learning
• By helping readers to use strategies flexibly and
  in combinations.

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Activity

• Using what you just learned about the 5
  components of Reading
• With your group, draw a graphic representation
  showing your current understanding of the
  relationship among the 5 components

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Next Steps

• Having a clear understanding about the 5
  components of reading is important for
• Writing an effective ILP
• Compliance with the new rules for CBLA
• Improved teaching and learning in all content
  areas