Best notes:
“This booklet is about reading development and instruction. It has been prepared for inclusion in the Educational Practices Series developed by the International Academy of Education and distributed by the International Bureau of Education and the Academy.”
“Elizabeth S. Pang was an educator and curriculum planner at the Ministry of Education in Singapore… Angaluki Muaka is a native of Kenya and has taught Arabic at the University of Nairobi… Elizabeth B. Bernhardt is Director of the Language Centre and Professor of German Studies at Stanford University… Michael L. Kamil is a professor at Stanford University. He was a member of the National Reading Panel, synthesizing instructional research in reading.”
“Learning to read is an important educational goal. For both children and adults, the ability to read opens up new worlds and opportunities. It enables us to gain new knowledge, enjoy literature, and do everyday things that are part and parcel of modern life, such as, reading the newspapers, job listings, instruction manuals, maps and so on.”
“Early progress in reading depends on oral language development”
“Research has shown that there is a close connection between oral vocabulary and early reading ability. The ability to attend to the individual sounds within words (phonological and phonemic awareness) is also an oral skill that is closely associated with reading ability.”
“Phonological and phonemic awareness are closely associated with reading ability”
“Studies of both alphabetic and non-alphabetic languages show that phonological awareness is highly correlated with reading ability. For alphabetic languages, phonemic awareness is especially important because the letters of the alphabet map onto individual sound units (phonemes). Children who are able to attend to the individual phonemes in alphabetic languages are much more likely to learn the alphabetic principle (how letters map onto phonemes) and, therefore, learn to recognize printed words quickly and accurately.”
“Fluent readers read with accuracy, ease and understanding”
“Fluency is important because it is closely related to comprehension. Fluency in reading means being able to read text accurately, quickly and with expression. Fluent readers can do this because they do not have problems with word recognition. As a result, they can focus on the meaning of a text. Recent research shows that fluency also depends on the ability to group words appropriately during reading. This means fluent readers recognize words quickly, but also know where to place emphasis or pause during reading.”
“Vocabulary is crucial to reading comprehension.”
“Many studies have shown that good readers have good vocabulary knowledge. In order to understand a text, readers need to know the meanings of individual words. They construct an understanding of the text by assembling and making sense of the words in context.”
“Readers use prior knowledge to understand texts.”
“Having more prior knowledge generally aids comprehension. There are many aspects to prior knowledge, including knowledge of the world, cultural knowledge, subject-matter knowledge and linguistic knowledge. A reader’s interest in a subject matter will also influence the level of prior knowledge. All of these factors are important to different degrees, depending on the reading task.”
“Comprehension is an active process in the construction of meaning.”
“Comprehension is the process of deriving meaning from connected text. It involves word knowledge (vocabulary) as well as thinking and reasoning. Therefore, comprehension is not a passive process, but an active one. The reader actively engages with the text to construct meaning. This active engagement includes making use of prior knowledge. It involves drawing inferences from the words and expressions that a writer uses to communicate information, ideas and viewpoints.”
“A reader reads a text to understand its meaning, as well as to put that understanding to use. A person reads a text to learn, to find out information, to be entertained, to reflect, or as religious practice. The purpose for reading is closely connected to a person’s motivation for reading.”
“Develop a love for reading, because it extends beyond academic success.”
“Choosing texts of the right difficulty and interest levels will encourage children to read and to enjoy what they are reading. Vocabulary, word length, grammatical complexity and sentence length are traditionally used to indicate the difficulty level of a text”
“There are two forms of reading assessment. The first is to find out how well children are reading in order to help them improve (diagnosis). Diagnostic assessment is about giving feedback and assistance to learners. The second is to measure how much progress has been made. Both forms of assessment are needed for effective reading instruction.”
“Text comprehension is usually assessed through questions. Questions should focus on main ideas and viewpoints, not minor details. These are called higher order questions.”
“Higher order questions take the form of ‘how’ and ‘why’, rather than ‘what’.”
“Choose reading materials that are culturally appropriate. However, it is also important to remember that television, movies and pop culture may be widespread in many places, except for remote, rural communities. This may broaden the choice of appropriate materials.”
“Readers make progress by reading more.”
“It is well established that good readers read with ease, accuracy and understanding. Good readers also read more, and by reading more, they increase their vocabulary and knowledge. This in turn helps them to make further gains in reading and learning.”
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