This third module of the eight-part series explores the multifaceted nature of literacy development, shining light on the foundational skills to address the importance of automatic word recognition as a prerequisite for fluent reading comprehension. Inside, you will learn about what we do when we read, what subskills are essential for reading at the word level, and what instructional modifications can be made to support multilingual learners’ (MLs’) literacy success.
Time estimate: 2.5 – 3 hours
Word Recognition: A Prerequisite for Fluent Reading Comprehension
- 1. We Were Not Born to Read
- 2. The Reading Process and Word Recognition
- 3. Components of Word Recognition
- 4. Recommended Practices for Early Literacy Instruction
- 5. Cross-Language Differences
- 6. Summing It Up
- Module Evaluation
Welcome to the Enhancing Evidence-Based Practices for English Learners series in the Ohio Literacy Library! We present 10 modules in this series, all of which are geared towards educators and other interested stakeholders who want to further their knowledge and skills in pursuit of an equitable society where learners’ cultural, linguistic, and ethnic identities are honored and validated.
Multilingual learners (MLs) are by far the fastest-growing student population nationwide. Yet, they are an underserved student group, who deserve equal opportunities and access to resources to achieve academic success. It is our intention, therefore, to provide educators with opportunities to reflect on their teaching practices and explore ways in which they can help MLs see themselves as well as others a valued part of the world. To this end, we will be covering a range of topics in this series to help you (1) understand MLs’ diverse needs and strengths and (2) serve them better in your classrooms, schools, and communities. Thank you for being an advocate for MLs who, thanks to your dedication, will go on to enrich our communities and shape our nation.
This module explores the multifaceted development of reading and presents information about word recognition, a prerequisite for fluent reading comprehension. By invoking widely accepted theoretical frameworks (e.g., the Simple View of Reading (Gough & Tunmer, 1986) and using evidence from scientific research on what we do when we read, we aim to help educators understand the fundamentals of reading at the word level. As you go through the module, you will learn about (1) the foundational skills that beginning-level MLs (and all beginning readers) must master to become strong readers and (2) effective instructional methods and considerations for supporting MLs’ literacy development.
Understand the process of learning to read
Describe the widely accepted frameworks that explain literacy components
Explain three components of word recognition and their roles in reading
Identify effective foundational literacy instruction and modifications that accommodate MLs’ needs
Identify major speech-sound differences between English and three of the languages spoken by MLs in Ohio
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Note Feature within the Modules
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All Ohio’s comprehensive learning modules are relevant to any educator working to support students’ literacy development. In each module, you will find in-depth narrative text, linked resources, realistic scenarios, reflection activities, and embedded audio and videos.
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