Reading

PHONEMIC AWARENESS

A multi-sensory reading intervention for students n Grades K-6.

Many studies have provided evidence of the strong relationship between being able to think about, and play with individual sounds in words and becoming skilled in reading. Phonological awareness is also considered one of the single best indicators of how well your child will learn to read in the first two to three years of formal school instruction.

DECODING/WORD ANALYSIS

Understanding the structural patterns of words

Once students are able to use letter-sound relationships to decode words, they begin to recognize other building block in reading words, such as word patterns (-an, -ain), word endings (-ed, re-), or syllables (be•cause, to•geth•er). Some readers are not skilled at recognizing or using these cues, and require more formal instruction of the structural patterns of words.

COMPREHENSION

Understanding the message

Understanding, or comprehension, is the basis of reading and learning to read. For good readers, this understanding occurs not only during “reading”, but also after the “reading”. Children who read text accurately and quickly will be more likely to comprehend what they are reading. This is one of the foundations of reading development..