Graphic organizers illustrate concepts and interrelationships among concepts in a text, using diagrams or other pictorial devices.
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The Research Building Blocks for Teaching Children to Read Put Reading First Writers: Bonnie B. Armbruster, Ph.D., University of Illinois at Urbana-Champaign, Fran Lehr, M.A., Lehr & Associates, Champaign, Illinois, Jean Osborn, M.Ed., University of Illinois at Urbana-Champaign Editor: C. Ralph Adler, RMC Research Corporation Designer: Lisa T. Noonis, RMC Research Corporation Kindergarten Through Grade 3
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This publication was developed by the Center for the Improvement of Early Reading Achievement (CIERA) and was funded by the NationalInstitute for Literacy (NIFL) through the Educational Research andDevelopment Centers Program, PR/Award Number R305R70004, as administered by the Office of Educational Research and Improvement(OERI), U.S. Department of Education. However, the comments or conclusions do not necessarily represent the positions or policies of NIFL, OERI, or the U.S. Department of Education, and you should notassume endorsement by the Federal Government. The National Institute for Literacy The National Institute for Literacy, an agency in the Federal government, is authorized to help strengthen literacy across the lifespan. The Institute works to provide national leadership on literacy issues, including theimprovement of reading instruction for children, youth, and adults bysharing information on scientifically based research. Sandra Baxter, Director Lynn Reddy, Deputy Director The Partnership for ReadingThis document was published by The Partnership for Reading, acollaborative effort of the National Institute for Literacy, the National Institute of Child Health and Human Development, and the U.S. Departmentof Education to make evidence-based reading research available toeducators, parents, policy-makers, and others with an interest in helping allpeople learn to read well. The findings and conclusions in this publicationwere drawn from the 2000 report of the National Reading Panel,Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading InstructionÑReports of the Subgroups.The writers and editors express their sincere thanks to:¥Isabel Beck, Douglas Carnine, Deborah Simmons, and Anne Sweet for their careful reviews and suggestions ¥Sandra Baxter and Andrew Hartman at the National Institute for Literacy for their guidance and support ¥The Subgroup Chairs of the National Reading Panel for their thoughtful and thorough comments: Linnea Ehri, Michael L. Kamil, S.J. Samuels,Timothy Shanahan, and Gloria Correro ¥Susan Klaiber, Everett Barnes, and Douglas Hamman of RMC Research Corporation for their conceptual and editorial contributions ¥The teacher collaborative groups across the United States that provided valuable feedback
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iievidence. These criteria offer administrators, teachers, and parents a standard for evaluatingcritical decisions about how children will be taught to read. In addition to identifying effective practices, the work of the National Reading Panel challenges educators to consider the evidence of effectiveness whenever they make decisions about the content and structure of reading instruction programs. By operating on a Òwhat worksÓ basis, scientific evidence can help build a foundation for instructional practice. Teachers can learn about and emphasize methods and approaches that have worked well and caused reading improvement for large numbers of children. Teachers can build their studentsÕ skills efficiently and effectively, with greater results than before. Most importantly, with targeted Òwhat worksÒ instruction, the incidence of reading success should increase dramatically. This guide, designed by teachers for teachers, summarizes what researchers havediscovered about how to successfully teach children to read. It describes the findings of the National Reading Panel Report and provides analysis and discussion in five areas of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and textcomprehension. Each section defines the skill, reviews the evidence from research, suggestsimplications for classroom instruction, describes proven strategies for teaching reading skills, and addresses frequently raised questions. Our understanding of Òwhat worksÒ in reading is dynamic and fluid, subject to ongoingreview and assessment through quality research. This guide begins the process of compiling the findings from scientifically based research in reading instruction, a body of knowledge that will continue to grow over time. We encourage all teachers to explore the research, open their minds to changes in their instructional practice, and take up the challenge of helping all children become successful readers.
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Phonemic Awareness InstructionPhonemic awareness is the ability to notice, think about, and work with the individual soundsin spoken words. Before children learn to read print, they need to become aware of how the sounds in words work. They must understand that words are made up of speech sounds, or phonemes. Phonemes are the smallest parts of sound in a spoken word that make a difference in thewordÕs meaning. For example, changing the first phoneme in the word hatfrom /h/ to /p/changes the word from hatto pat, and so changes the meaning. (A letter between slashmarks shows the phoneme, or sound, that the letter represents, and not the name of the letter. For example, the letter hrepresents the sound /h/.) Children can show us that they have phonemic awareness in several ways, including: ¥recognizing which words in a set of words begin with the same sound (Ò Bell, bike, andboyall have /b/ at the beginning.Ò);¥isolating and saying the first or last sound in a word (ÒThe beginning sound of dogis/d/.Ò ÒThe ending sound of sitis /t/.Ò);¥combining, or blending the separate sounds in a word to say the word (Ò/m/, /a/, /p/Ñ map.Ò);¥breaking, or segmenting a word into its separate sounds (Ò UpÑ/u/, /p/.Ò). Children who have phonemic awareness skills are likely to have an easier time learning to read and spell than children who have few or none of these skills. Although phonemic awareness is a widely used term in reading, it is often misunderstood.One misunderstanding is that phonemic awareness and phonics are the same thing. Phonemic awareness is notphonics. Phonemic awareness is the understanding that the sounds ofspokenlanguage work together to make words. Phonics is the understanding that there is apredictable relationship between phonemes and graphemes, the letters that represent those sounds in writtenlanguage. If children are to benefit from phonics instruction, they needphonemic awareness. The reason is obvious: children who cannot hear and work with the phonemes of spokenwords will have a difficult time learning how to relate these phonemes to the graphemes when they see them in written words. 11
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