Word Level Reading

Learning Intentions

After viewing this module session participants will be able to: 

• Describe why some children struggle in reading
  
• Explain why some students have a limited sight vocabulary
  
• Understand and explain why some approaches to reading work better than others
  

View

watch the session below.

*Please see the Transcripts resource folder located in Module 0 for a text copy of the transcript from this video. 

Summary

• Word-Level reading skills are based upon phonological/phonemic skills
  
• Poor access to phonemes in spoken words negatively affects reading development
  
• Such difficulties affects phonic development, sight word acquisition, and fluency
  
• ELs generally respond well to high-quality word-level reading instruction
  
• Intervention and instruction that is consistent with a scientific understanding of reading has far greater outcomes than intervention and instruction that is inconsistent with research
  

Reflect & Connect

How has your understanding of various aspects of word reading development changed as a result of this module? How might your thoughts on reading instruction change?