It’s all Greek to me if I don’t know what the words mean. The panel determined that phonics instruction should not be a total reading program, nor should it be a dominant component. In 2000, the US National Reading Panel’s analysis of scientific literature on teaching children to read found systematic phonics instruction (teaching sounds and blending them together) should be integrated with other reading instruction to create a balanced reading program.
DIFFERENT WORDS FOR READ HOW TO
Reading progress is falling between year 5 and 7, especially for advantaged students: 5 chartsīut just knowing sounds is not the same as knowing how to read. Nor is it opposed to learning how to blend sounds together to decode a word by using the first letter/s of a word, the end of the word and the letter/s in the middle. Nor is it learning a list of vocabulary only.Ī whole language approach to teaching reading is not opposed to teaching the correspondence of a letter or letters to sounds to help sound out unfamiliar words. It is not learning to read individual words by sight. To begin with, let’s dispel some myths about a whole language approach to teaching reading. There have been many developments in this area since, so the approach has been adapted and today looks quite different from 40 years ago. And a whole language approach to teaching reading is about arming new readers with this repertoire.Ī whole language approach to teaching reading was introduced into primary schools in the late 1970s.
DIFFERENT WORDS FOR READ FULL
Good readers use a full repertoire of skills, each dependent on the other. These include our knowledge of the topic, the meaning of words in the context of the topic, and the flow and sequence of the words in a sentence. It was an easy way to learn but it didn’t provide me with the whole picture.Īs we read, and understand what we are reading, we don’t just use our knowledge of the letter-sound correspondences, which you may know as phonics or phonemic awareness, we also use other cues.
But although I could and still can decode these words, I can’t actually read Greek because I don’t know what the words mean.īeing able to make the connection between the letters, their combinations and the sounds that make up the words wasn’t all I needed to be able to read. I learnt the letter-sound correspondences and could say the words – the sounds, that is. When I was younger I decided to learn Greek.
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