Connecting Interactive Reading Theories and Skills-Based Reading Instructional Practices (page 2)
Interactive Theories of the Reading
- During reading and learning to read, language is processed by balancing the features of the print with the reader's prior knowledge, culture, and background experiences.
- Learning to read is thought to be the construction of meaning through empahsizing information gained from the print and from the reader's prior knowledge.
- Learning to read is accomplished by placing a balanced emphasis on mastering three skill areas: decoding, vocabulary, and comprehension.
- Language stimuli for reading practice are carefully controlled to represent words that are familiar to the child's background and used frequently in the language.
- Mastery of the skill areas of reading, decoding, vocabulary, and comprehension is assumed to lead to competent understanding and performance of the whole act of reading.
- A balanced emphasis on isolated lessons in each of the three skill areas of decoding, vocabulary, and comprehension is assumed to be intergrated by each learner.
- Integration of the three skill areas is assumed to enable skilled, independent reading.
- Correctness is expected, although varying interpretations for meaning based on backgound knowledge are accepted.
Skills Reading Instructional Approach
- Reading instruction focuses on three skill areas in isolated lessons: decoding, vocabulary, and comprehension.
- Instruction begins in all three areas:
- Decoding: Learning the 26 letters and 44 sounds.
- Vocabulary: Learning high-frequency sight words in lists, e.g., the, and, me, look, etc.
- Comprehension: Listening to stories read aloud for the main idea, sequence, or details.
- Instruction continues in the three skill areas in connection with the introduction of simple stories in books called "pre-primers."
- Decoding: Letter-sound associations learned along with some blending and the sounds letters represent in selected sight words.
- Vocabulary: New high-frequency sight word lists are learned along with attention to new conceptual knowledge focused around word meaning categories.
- Comprehension: Simple comprehension skills related to short stories in the teacher's edition focus on main ideas and noting details.
- Instruction progresses to the use of a student's anthology of stories (some as controlled text, some as literature-based stories) and instruction in the three skill areas continues throughout the elementary years.
- Decoding: Prefixes, suffixes, context clues, etc.
- Vocabulary: Unfamiliar words, multiple meaning words, word categories, synonyms, antonyms, etc.
- Comprehension: Sequencing, literary devices, following directions, etc.
© ______ 2005, Allyn & Bacon, an imprint of Pearson Education Inc. Used by permission. All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher.
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