Ch 1 Title: Connecting Research and Practice
Bibliography: Birsh, Judith R.
Pertinent Information:
In 2000, the National Reading Panel analyzed scientifically based research to find 5 critical components essential for reading instruction.
1. Phonemic Awareness: The individual sounds in words.
2. Phonics: Systematic and explicit instruction in the relationship between (graphemes) letters or letter combinations and the (Phonemes) 44 sounds in the English language.
3. Vocabulary Development: Word meanings.
4. Reading Fluency: The ability to read accurately and quickly, recognize words and gain meaning from text.
5. Reading Comprehension Strategies: Skills that help students make sense of what is read.
List of other critical factors needed to become good readers: Oral Language Alphabet Knowledge Spelling Handwriting Written Expression Research-Based Instruction
Dyslexia: Is a specific learning disability that is neurobiological in origin.
Characterized by: A deficit in the phonological component of language resulting in:
Difficulties with accurate and/or fluent word recognition
Poor spelling and decoding abilities
Possible problems in reading comprehension thus reduced reading experiences.
Common signs of Dyslexia:
Difficulties learning to speak
Difficulties learning letter names and their sounds
Problems organizing written and spoken language
Inaccurate decoding
Slow, labored reading
Problems with spelling and writing
Difficulty memorizing number facts and math operations
Runs in families
Dyslexia varies in severity. Children with reading disabilities who were given intensive, phonologically based interventions, their brains show
