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    Reading: Suellenconcessiofernandes

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    Suellen Concessio Fernandes
    The document discusses the key components of reading: phonological awareness, decoding, comprehension, fluency. [1] Phonological awareness refers to understanding the sound structure of language and involves skills like rhyming, alliteration, syllable segmentation. [2] Decoding involves translating letters into sounds to recognize words. [3] Comprehension requires making connections and thinking deeply about what is read. Fluency is reading accurately, quickly and with expression to aid comprehension.

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    Reading: Suellenconcessiofernandes

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    Suellen Concessio Fernandes
    20 views14 pages
    The document discusses the key components of reading: phonological awareness, decoding, comprehension, fluency. [1] Phonological awareness refers to understanding the sound structure of language and involves skills like rhyming, alliteration, syllable segmentation. [2] Decoding involves translating letters into sounds to recognize words. [3] Comprehension requires making connections and thinking deeply about what is read. Fluency is reading accurately, quickly and with expression to aid comprehension.

    Original Description:

    Definition.. functional reading sight and phonics

    Original Title

    Reading

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    The document discusses the key components of reading: phonological awareness, decoding, comprehension, fluency. [1] Phonological awareness refers to understanding the sound structure of language and involves skills like rhyming, alliteration, syllable segmentation. [2] Decoding involves translating letters into sounds to recognize words. [3] Comprehension requires making connections and thinking deeply about what is read. Fluency is reading accurately, quickly and with expression to aid comprehension.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    20 views14 pages

    Reading: Suellenconcessiofernandes

    Uploaded by

    Suellen Concessio Fernandes
    The document discusses the key components of reading: phonological awareness, decoding, comprehension, fluency. [1] Phonological awareness refers to understanding the sound structure of language and involves skills like rhyming, alliteration, syllable segmentation. [2] Decoding involves translating letters into sounds to recognize words. [3] Comprehension requires making connections and thinking deeply about what is read. Fluency is reading accurately, quickly and with expression to aid comprehension.

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    READING

    SUELLEN CONCESSIO FERNANDES


    COMPONENTS OF READING

    Phonological
    Fluency
    Awareness

    Decoding Comprehension
    PHONOLOGICAL AWARENESS

    • The ability to listen inside a word – Fitzpatrick


    • Phonological Awareness refers to an understanding
    of the sound structure of language—that is, that
    language is made up of words, syllables, rhymes,
    and sounds (phonemes). This knowledge occurs
    initially in oral language; students do not have to
    know how to name letters or their corresponding
    sounds in order to demonstrate phonological
    awareness.
    DEVELOPMENT OF PA
    Expected Phonological Awareness Skills

    Given sufficient instruction, practice, and


    exposure to many literacy activities, students
    should be able to
    • Word level:
    • recognize how many words are in a sentence
    • Syllable level:
    • segment and blend words of at least three syllables
    • Rhyme level:
    • understand the concept of rhyming
    • recognize and generate rhyming words
    • Sound level:
    • isolate the beginning or ending sounds in words
    • segment and blend sounds in a word
    • change a sound in a word to make a new word in
    familiar games and songs
    PHONOLOGICAL AWARENESS

    • Listening and discriminating between similar and


    different sounds
    • Rhyming
    • Alliteration
    • Sentence segmentation
    • Word Syllabication
    • Onset and rime
    • Phonemic Awareness
    LISTENING

    It includes
    • Attention
    • Localizing, recognizing and discriminating different
    sounds.
    • Reproduce a sequence of sounds (auditory
    memory)
    • Listen actively, attentively and analytically
    RHYMING

    • Auditory discrimination
    • Same and Different
    • Recognise a rhyme,
    • Predict another word that
    rhymes,
    • Generates other words that
    rhymes using contextual
    cues
    ALLITERATION

    Auditory discrimination
    Same and Different
    SENTENCE SEGMENTATION
    & WORD SYLLABICATION
    • Splitting sentences
    into individual words
    • Sentences are made
    of a string of words.
    • The teacher will need
    to model one clap
    per word to help
    students distinguish
    clapping for each
    word as opposed to
    tapping for each
    syllable.

    • Splitting words into


    syllables
    ONSET AND RIME

    • It refers to word
    families.
    PHONEMIC AWARENESS

    • Words/syllable
    is made up of
    sounds /h/-/a/-
    /t/
    (segmenting)
    • Blending
    • Omission
    • Adding
    (synthesis)
    Pure Sound and SCHWA
    • Manipulation
    COMPREHENSION

    Comprehension is the understanding and


    interpretation of what is read. To be able to
    accurately understand written material, children
    need to be able to (1) decode what they read; (2)
    make connections between what they read and
    what they already know; and (3) think deeply about
    what they have read.
    COMPREHENSION
    Types of Comprehension
    Forms of
    Personal
    Questions Literal Reorganization Inference Prediction Evaluation
    Response
    Yes/No
    Alternative
    True or
    False
    Who/What
    /
    When/Whe
    re/
    How/Why
    Multiple
    Choice
    FLUENCY

    • Fluency is the ability to read a text accurately,


    quickly, and with expression. Fluency is important
    because it provides a bridge between word
    recognition and comprehension. When fluent
    readers read silently, they recognize words
    automatically. They group words quickly to help
    them gain meaning from what theyread.

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