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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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소장정보 검색

국회도서관 홈으로 정보검색 소장정보 검색
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Title page

Contents

Acknowledgments 4

Glossary 6

Preamble 9

BACKGROUND:A Primer On How Humans Learn To Read 10

The Simple View of Reading: A Framework for Understanding How We Read 10

Learning to Read is Not Natural or Easy for Most Students 11

Brain Systems Recruited for Reading 12

Reading is Only Incidentally Visual 13

Language Systems And Their Representation In Writing 13

Phonology and Phoneme Awareness 14

The Complexity of English Orthography 16

Semantics and Syntax: Necessary for Comprehension 17

PHASES OF READING DEVELOPMENT: What The Learner Knows and Where Teaching Should Aim 19

Prealphabetic Phase Learners: What They Know and Need to Learn 20

Partial Alphabetic Phase: Learners' Characteristics and Instructional Needs 20

Full Alphabetic Phase: Learners' Characteristics and Instructional Needs 22

Consolidation of Reading Accuracy, Fluency, and Comprehension 24

TEACHING FOUNDATIONAL READING SKILLS: Frameworks, Principles, Content, and Routines 25

A Basic Lesson Framework for Teaching Foundational Skills 25

Phoneme Awareness 27

Phonics and Decoding: A Scope and Sequence for Instruction 32

High Frequency, Irregular or Odd Words 36

Building Automatic Word Recognition: A Necessary Path to Fluent Reading for Meaning 36

Shifting to "Reading to Learn" 37

Becoming Readers 39

References 40

Tables

Table 1. Key definitions of the "phon" words 14

Table 2. Ehri's Phases of Word Reading Development (based on Ehri, 1995, 2014) 20

Table 3. Prealphabetic learners' characteristics and instructional needs 21

Table 4. Partial alphabetic phase learners and their instructional needs 22

Table 5. Full alphabetic phase learners and their instructional needs 23

Table 6. Typical parts of a foundational reading skill lessons 26

Table 7. English letters whose names and sounds are easily confused or hard to remember 27

Table 8. Progression of phoneme awareness development, with sample tasks 28

Table 9. English letters whose names and sounds are easily confused or hard to remember 29

Table 10. More and less common spellings for English consonants, with examples 30

Table 11. Vowel phonemes of English with key words and common spellings 31

Table 12. More and less common spellings for English vowel phonemes, with key words and examples 31

Table 13. Sample Scope and Sequence for Teaching the Phonics Code of English 33

Table 14. "Sight" word bank 36

Figures

Figure 1. Phonological processing, phonological awareness and phoneme awareness 15

Figure 2. The "Triangle Model" of Word Recognition 15

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