Five pillars of teaching reading crucial to health and wellbeing

Phonetics the sound of success in reading and writing, says Terese Phillips

OF the many outcomes from the primary years of schooling, research suggests learning to read is the most significant.

There have been many national and international reviews of research that provide independent, evidence-based principles for the teaching of reading.

Five components of an effective reading program have been identified: PHONEMIC awareness — understanding that words can be broken into separate sounds (phonemes). PHONICS — learning and using the relationships between sounds and lettersymbols to sound out (decode) written words. VOCABULARY — the words students need to know in order to comprehend and communicate.

FLUENCY — the ability to read accurately, quickly and expressively. COMPREHENSION — extracting and constructing meaning from text using knowledge of words, concepts, facts and ideas

There is replicated, evidence-based research that shows reading development depends on having well developed phonemic awareness. Identifying the separate sounds is necessary before letters can be attached to sounds.

Nearly a third of prep students fail to fully realise the phonemic structure of words. This skill is the “raw material for reading and writing”. It is impossible to correctly relate a letter to a sound if the sound cannot be perceived.

Research shows that initial synthetic phonics instruction is the most effective decoding approach for students. The seriously at-risk students achieve greater success under such a phonics regime and those in the average-andabove range benefit too.

Five- and seven-year follow-up studies have shown the superior effect of the synthetic approach does not diminish. The enhanced performance of girls over boys in early reading development appears to disappear when a synthetic approach is used. Studies show boys do much better with this methodology.

The research is clear on the implications for instruction that will ensure development of comprehensive, useful vocabularies. Vocabulary knowledge is fundamental to being an independent and successful reader, writer and communicator and learner.

One of the greatest assets teachers and parents can provide students for success, not only in their education but more generally in life, is a large, rich vocabulary and the ability to use those words well.

Capacity to function in today’s complex social and economic world is affected by our language skills and word knowledge. Learning to read and write effectively, with fluency, affects the long-term trajectory of a student’s life. Limited vocabulary can trap students in a cycle of low achievement, poor communication and disengagement.

The dependence of academic achievement and reading achievement on vocabulary growth has been clearly established for decades. Unfortunately, these findings, generally, have not influenced the practice of teachers.

Research suggests there is very little emphasis on the acquisition of vocabulary in school curricula.

Fluency is another vital component of the reading process. It will develop without conscious effort when all the elements of reading are in place. Fluency enables the reader to focus on the meaning of the text. Fluent

readers are able to maintain their skill over very long periods of time and can generalise across texts.

Fluency is among the most difficult component to rectify among older struggling readers. Intervening early when a student displays slow progress in oral reading fluency is more efficient and effective than later attempts. It is generally accepted with grade level text, fluency should occur between the first and third year. Screening and regular monitoring are critical prerequisites for ensuring the development of fluency over this period of schooling.

Fluent reading is a particularly important skill for students as they move through the year levels.

They read increasingly longer texts, lengthier narratives and in-depth research topics.

Each of the above elements contributes to comprehension (the ultimate goal of reading) and the extent to which each is developed will affect the level of understanding that can be accessed by the reader.

Allocated instructional time to teach comprehension strategies is essential.

Teaching comprehension strategies must begin in the early years of schooling and continue to be taught systematically and explicitly.

These strategies take students to new levels of understanding and insight, and enhance language and vocabulary knowledge.

Some children will learn to read whatever method is used. These are the children who arrive at schools with the great advantage of an extensive vocabulary and regular and positive experiences with conversation, books and print.

Nevertheless, it is the unequivocal conclusion of national and international reviews into effective instruction that most children benefit from systematic and explicit teaching — the application of the five essential elements of reading that are sometimes referred to as the five pillars of reading: phonemic awareness, phonics, vocabulary, fluency and comprehension.

Capacity to function in today’s complex social and economic world is affected by our language skills.

Terese Phillips is manager of education services for Independent Schools Tasmania.