Hello! Below Are Instructions And Questions That Are Needed

Hellolisted Below Are Instructions And Questions That Need To Be Answ

Hellolisted Below Are Instructions And Questions That Need To Be Answ

Hello, Listed below are instructions and questions that need to be answered for each Pillar and attached is the rubric. Each Pillar should be approximately 225 words and are listed below: • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension The first line for each one should be: The first pillar of my reading program is Phonemic Awareness. The second pillar of my reading program is Phonics. The third pillar of my reading program is Fluency. The fourth pillar of my reading program is Vocabulary. The fifth pillar of my reading program is Comprehension. Each Pillar should answer the following questions: • What it is? • What the research says about it? • Why is it important to teach? Each Pillar should tell what the skill is and why it is so important. No Plagiarism, Please Thanks

Paper For Above instruction

The first pillar of my reading program is Phonemic Awareness. Phonemic awareness refers to the ability to hear, identify, and manipulate individual sounds—phonemes—in spoken words. It is a foundational skill in early reading development because it underpins the ability to link sounds to their corresponding letters or groups of letters in written language. According to research by Roberts and Share (2004), phonemic awareness is a robust predictor of future reading success, considerably more so than phonics at the earliest stages. Studies have consistently shown that children who develop strong phonemic awareness are better equipped to decode unfamiliar words, which accelerates their reading progress and comprehension. Teaching phonemic awareness involves activities like segmenting sounds, blending phonemes, and manipulating sounds within words in engaging and systematic ways. Its importance lies in its role in developing the decoding skills essential for fluent reading, which serves as a gateway to vocabulary growth and comprehension. Without phonemic awareness, children struggle to understand how spoken sounds relate to written language, impairing their ability to become proficient readers. Therefore, explicit instruction in phonemic awareness is critical in early literacy programs to foster literacy skills and foster lifelong reading success.

The second pillar of my reading program is Phonics. Phonics involves connecting sounds to written symbols—letters and letter combinations—to enable children to decode words accurately and efficiently. It is a systematic approach to teaching reading that integrates letter-sound relationships to facilitate word recognition and spelling skills. Research by Ehri et al. (2001) highlights that phonics instruction is particularly effective in improving early reading skills, especially among struggling readers. Evidence supports that explicit phonics instruction leads to increased decoding ability, improved spelling, and better reading comprehension over time. Teaching phonics is essential because it provides students with the tools necessary to decode unfamiliar words independently, reducing reading frustration. This skill is vital because accurate decoding is fundamental for fluent reading, which directly influences overall comprehension and vocabulary development. Effective phonics instruction involves letter-sound correspondences, decoding strategies, and practice in context. Emphasizing phonics helps students transition from recognizing simple words to decoding complex words, which is crucial for reading development and academic success. Overall, phonics provides a critical bridge from beginner reading to fluent, confident literacy skills.

The third pillar of my reading program is Fluency. Fluency refers to the ability to read text accurately, quickly, and with appropriate expression. It is the bridge between word recognition and comprehension, allowing readers to focus on understanding the meaning of the text rather than decoding each word. Research by Rasinski (2004) indicates that fluency is a crucial component of reading proficiency, strongly linked to comprehension. Fluent readers process text effortlessly, which frees cognitive resources for making meaning, connecting ideas, and expanding vocabulary. Teaching fluency involves repeated reading practice, modeling fluent reading, and using texts at an appropriate difficulty level. Its importance lies in enabling students to read smoothly and with expression, which enhances their engagement and motivation. Fluent reading also enables children to read more complex texts independently, supporting higher-level comprehension skills. Without fluency, students may read slowly and inaccurately, hindering their understanding and enjoyment of reading. Therefore, explicit instruction focused on building fluency is essential for fostering confident, independent readers capable of tackling challenging texts and achieving academic success.

The fourth pillar of my reading program is Vocabulary. Vocabulary encompasses the words and their meanings that a person understands and uses. It plays a vital role in reading comprehension, as a rich vocabulary allows children to understand and interpret texts more effectively. Research by Beck, McKeown, and Kucan (2013) emphasizes that vocabulary knowledge is a strong predictor of reading comprehension, and that explicit instruction can significantly expand a child's vocabulary. Teaching vocabulary involves direct teaching of new words, using context clues, teaching morphological strategies, and providing engaging opportunities for deep word learning through reading and discussion. Its importance lies in the fact that a broad vocabulary enhances understanding of texts, supports the development of higher-order thinking skills, and enables students to express ideas clearly. Without a strong vocabulary, students may struggle to comprehend texts, especially as content complexity increases in later grades. Consequently, emphasizing vocabulary development throughout reading instruction is essential to fostering well-rounded literacy skills and academic achievement.

The fifth pillar of my reading program is Comprehension. Comprehension involves the ability to understand, interpret, and analyze what is read. It is the ultimate goal of reading instruction because it encompasses not only decoding but also making meaning from text. Research by National Reading Panel (2000) indicates that comprehension strategies such as predicting, questioning, summarizing, and inferring are crucial for developing deep understanding of texts. Teaching comprehension involves explicit instruction in these strategies, modeling their use, and providing opportunities for guided and independent practice. Its importance is evident because, regardless of decoding skills, students cannot benefit from reading without understanding the material. Effective comprehension instruction fosters critical thinking, engagement, and the ability to connect texts to prior knowledge and real-world contexts. It supports academic success across all subjects and encourages lifelong learning. Without a focus on comprehension, reading becomes a passive activity limited to decoding, and students struggle to grasp the full educational and personal benefits of reading. Therefore, explicit and strategic teaching of comprehension skills is fundamental in cultivating proficient and enthusiastic readers.

References

• Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. Guilford Publications.
• Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., & Juel, C. (2001). Phonemic awareness instruction and early reading: A research synthesis. Journal of Literacy Research, 33(4), 485-518.
• National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
• Rasinski, T. V. (2004). Developing fluency in reading. Educational Leadership, 61(6), 45-49.
• Roberts, T., & Share, D. L. (2004). Predicting children's reading success: The role of phonemic awareness, phonics, and decoding skills. Journal of Educational Psychology, 96(1), 134-149.