Question | Answer |
Is reading a natural process that should come easily? | No! Reading is a complex process that includes many parts of the brain working quickly and efficiently together. |
What is phonological awareness? | The awareness of and ability to manipulate the sound structures in words. |
If you wanted to work with a young child on phonological awareness, what are some questions you could ask? | Ex: What would be left if you took the /p/ sound away from pin?
What word do you get if you put together /d/, /o/, /g/?
What is the last sound in tree? |
What is alphabetic understanding? | Establishing a clear link between a letter and a sound. |
What are some challenges for older struggling readers? | Lack of interest and motivation, prior poor experiences, embarrassment, little opportunity to practice missing skills. |
What are some ways instruction for adults might be different than that for children? | Adults may need more explanation as to the effect a new skill will have not heir lives, can be taught using sophisticated linguistic terms, and may need augmentation of their vocabulary. |
Does research better favor explicit phonetic instruction or context-based programs for struggling readers? | Direct, phonetic instruction is more effective. Struggling readers have trouble making these connections in words. |
Can good comprehension skills make up for poor decoding skills? | No. Comprehension depends on proper decoding. If students do not know what the individual words mean, there is little chance they will be able to focus on the overall meaning |
What are some contributing causes of poor reading? | Neurological, Familial, Social, and Instructional factors all affect a student's ability to read effectively |