![]() ![]() The same can be said for misconceptions in education, particularly in how children learn to read and how they should be taught to read. One by one, these misconceptions were dispelled as a result of scientific discovery. People believed that the earth was flat, that the sun orbited the earth, and until the discovery of microorganisms such as bacteria and viruses, they believed that epidemics and plagues were caused by bad air (Byrne, 2012). Physicians once assumed the flushed red skin that occurred during a fever was due to an abundance of blood, and so the “cure” was to remove the excess using leeches (Worsley, 2011). Alchemists once believed lead could be turned into gold. Throughout history, many seemingly logical beliefs have been debunked through research and science. discuss how the underlying elements of word recognition lead to successful reading comprehension.identify research-based instructional activities to teach phonological awareness, decoding, and sight recognition of irregular sight words.identify the underlying elements of word recognition.An explanation of each element’s importance is provided, along with recommendations of research-based instructional activities for each.Īfter reading this chapter, readers will be able to ![]() ![]() Both this chapter and the next chapter present the skills, elements, and components of reading using the framework of the Simple View of Reading, and in this particular chapter, the focus is on elements that contribute to automatic word recognition. Ultimately, the ability to read words (word recognition) and understand those words (language comprehension) lead to skillful reading comprehension. Children require many skills and elements to gain word recognition (e.g., phoneme awareness, phonics), and many skills and elements to gain language comprehension (e.g., vocabulary). These five areas are featured in the Simple View of Reading in such a way that we can see how the subskills ultimately contribute to two essential components for skillful reading comprehension. Although the Report of the National Reading Panel ( NRP National Institute of Child Health and Human Development, 2000) concluded that the best reading instruction incorporates explicit instruction in five areas (phonemic awareness, phonics, fluency, vocabulary, and comprehension), its purpose was to review hundreds of research studies to let instructors know the most effective evidence-based methods for teaching each. The Simple View of Reading is a model, or a representation, of how skillful reading comprehension develops. The next chapter focuses on the other essential component, language comprehension. After acknowledging the contributions of recent scientific discoveries in reading that have led to new understandings of reading processes and reading instruction, this chapter focuses on word recognition, one of the two essential components in the Simple View of Reading. ![]()
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