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Describe the scope and 

importance of reading education history in the U.S. 


During the colonial times children were taught to read from the Bible, there no text or book
made for them to read until the late 1680s. Most teachings to children on reading were remotely
done. It was not as important in those days. In the mid 19nth century an educator observed how
bored students were about reading and started to raise awareness on how students can be
motivated to read. Rebecca Smith Pollard developed books on how to teach children to spell and
read. Students were made to read whole words as the see it. There were no syllables and other
techniques to help. Children were taught to read by learning the whole word. Phonics were not a
lot to be taught only sparingly. From the 1890s to 1910 children were learning how to Realtek
stories with smaller words or in their own interpretations. This means that children were allowed
to retell the stories in one syllable words. Meaning based curriculum came into play in the 20th
century. This curriculum focused more on comprehension and learning words by sight. In the
1950s Rudolph Flech published a book on why children cannot read, and it was focused on
teaching children phonics. He targeted parents and other educators as his audience. In the 1990s
an instructional philosophy was used to teach students which did not focus on phonics. In 1989
the united stated joined the International reading literacy study, due to the results from this study
the United States created a more in-depth focus on compression for 4th and 9th graders. Teachers
were more overseers or drill master, although reading was important there were no particular
instructions for students to learn to read. Pronouncing words were better than knowing the
meaning of them.

Importance of education in the us history


Reading was always important for the people of America, but it was not until the
industrialization that the people saw how important it was to be able to read. After the study from
IEA America was able to develop instructional methods. It was realized that students need to
learn to read from an early stage in order to help them be ready for a successful school year and
adulthood.

Studies shows that if a child does not learn to read proficiently by k3 they are more likely to drop
out of school or college. It is important for younger students to learn to read because it develops
their speech, thinking and language. They connect through text and real life; it helps them to be
successful in other subject areas. third grade is the final stage that a child learns to read but if
they do not learn to read then it is said that they are reading to learn. High quality reading
education equips a child for success and is less likely to be retained in their class. The younger
the students learn to read the easier it is for them to get through school with academic success.
The Annie Casey foundation study shows that 88 percent of students to who risked getting a high
school diploma are the ones who could not read in their grade( Weyer &Casares).

Weyer, M., & Casares, J. (2020). Pre-Kindergarten-Third Grade Literacy. Retrieved 3 June 2020,
from https://www.ncsl.org/research/education/pre-kindergarten-third-grade-literacy.aspx

Big 5 components
Phonemes awareness
These are combined to form syllables or words. There are about 41 in the English Language. To
master this technique is being able to identify and use these phonemes into spoken words.
Teaching students’ phonemes awareness to students help them to read than most instructions
according to the National Reading Panel. In this term it houses four terms that are broken down
to teach students to help them understand how to identify phonemes. They are word awareness ,
syllables awareness, onset rime awareness and phonemes awareness. When a student becomes
phonemes aware it helps them to decode words and syllables( Antunez, 2020).

Phonics
Most people mistake phonemes to be phonics, but phonics is the individual sounds of the letter.
This strategy helps students understand how to spell, read and decode words with short
syllables. It helps them identify letters and sounds in words and connect them to familiar words.
This is mostly thought through the English alphabet before reading books. Students who are
though phonics first need to learn to identify letters, in combination both can be learn together.
When students learn to decode word using phonics it helps them to decode words that are almost
not decodable. Phonics is a way of focusing on how letters produce sounds and those sounds are
put together to form words( Antunez, 2020).

Fluency and vocabulary

Fluency is the ability to read orally at an accurate speed and appropriate expression. This is done
when students no longer need to stop and decode words. Fluency is when students recognizes
words and thus it helps with comprehension. When students read out aloud, with accurate speed
they trend to comprehend better. Vocabulary is recognizing and understanding the word orally or
in print. Vocabulary can be learned by listening to stories, whiles reading or spelling check.
Vocabulary is close to comprehension. It is vital that students build their vocabulary before
reading or whiles reading because it helps them to understand the text this is being read
efficiently. It revolves around knowing the world and understanding what it means because if a
student does not know what it means then they would not know how to use it to communicate. It
builds on prior knowledge of what the student knew of the word before and how it was
used( Antunez, 2020).
Comprehension

Comprehension is the cognitive process in which students use to understand the text written or
oral. This term is used to express the text how he or she understands it. This is known as the
ultimate goal of reading. Reading is understanding. Comprehension can be done using various
techniques and intelligence. Vocabulary plays a vital role in comprehension but if a student reads
and cannot tell what the story was about then he or she is not able to comprehend what’s going
on in the story. Some students need help in decoding a story or a text to make sense( Antunez,
2020).

Antunez, B. (2020). English Language Learners and the Five Essential Components of Reading
Instruction. Retrieved 3 June 2020, from https://www.readingrockets.org/article/english-
language-learners-and-five-essential-components-reading-instruction
Describe how the brain is involved in the Big 5 components of reading instruction

Our Brains play a major role in reading, it is not yet discovered why some people struggle to
read and why some people are brilliant at it but from the first sound a baby makes the brain starts
to leaned to rule of language to make sense later on in that baby’s life. The sound the baby hears
in his or her environment helps to structure the brain into language acquisition and help to set up
for reading. The temporal lobe is set to help with phonological awareness decoding and
differentiating sounds, the frontal lobe is responsible for how fluent we read and how well
students understand what is being read , recognition of letters with stopping to decode words as
they read. This part of the lobe helps students to understand complex text and grammar. The
angular and the supra marginal gurus helps with putting letters together to a word for example m
-a- to t to make mat. This is phonemes in the five components of reading or she- o-r- to t to make
short. In order for the brain to develop it needs consistent instructions to help a child learn to
read before it fully develops. That is why most children read through the 5 components. There
are a lot more strategies that help students to read it’s just a matter of reaching that child’s needs
( Burns, 2020).

Burns, M. (2020). The Reading Brain: How Your Brain Helps You Read, and Why it Matters -
Scientific Learning. Retrieved 4 June 2020, from https://www.scilearn.com/the-reading-brain/

How sequential order of each component is important for cognitive processing and reading
instruction .

Cognitive processing is how we understand to interpret what is being thought and this is also
dependent on how well the instructions are delivered. Phonemes are sounds that makes up words,
it can be either by a cluster of letters or single letters in that word. This is the first stage in the 5
components because it helps students who are learning to read to decode words. It puts sounds
together to form words and students will be able to decode new words This awareness helps
student to learn new words forming connections between what is stored in their brain and what
they are seeing. The teacher needs to learn how to teach phonemes in order for them to be
effective. Phonemes awareness helps students to match speech sound to letters to form words.
This is when students recognize words immediately after seeing them such as the first stage in
learning whole words such as sight words. This is the relationship between the sound of speech
the spelling and the word. According to research it is said that students should be thought
phonics right after phonemes to create a foundation in sound speech and learning words. Phonics
is to help students or early readers understand the principles of the alphabet. When students
learn effective phonics, they are able to spell and learn words quickly. Phonics is treated like a
memory aid to helps student remember the relation between phonemes and gnomes which match
sounds to letters. The student understands that the sounds of the spoken is connected to the
writing text and will be easy to decode words. So, from learning sounds of letters and phrases to
connecting them to letters this takes the child to a new stage of developing fluency. Fluency
comes when they students recognize words; they no longer need to break the words down in
smaller parts to remember. The brain uses stored information and connect it to new words. After
fluency comes comprehension and vocabulary. This helps the student understand the text they
read orally or written. In order for a child to understand the text the first have to know the sound
of the letter and connect together to form words and understand what that word means so they
can read fluently and express what they read (A Closer Look at the Five Essential Components
of Effective Reading Instruction: A Review of Scientifically Based Reading Research for
Teachers,2020).

A Closer Look at the Five Essential Components of Effective Reading Instruction: A Review of
Scientifically Based Reading Research for Teachers,2020). Retrieved 4 June 2020, from
https://files.eric.ed.gov/fulltext/ED512569.pdf

Strategies

Phonemes
Using manipulative and hands on activities- this is having the student move letters around when
they are learning the sound of the letter. Students can use letters instead of looking or listening to
the teacher talk. Students learn better when they can see and touch. They can connect the sound
of the letters or cluster of letters to their manipulative. This can be done at home since letter
manipulative is available in stores or can be easily made form cardboards.

Focus on mouth moments when teaching- teachers can focus on mouth movements and instruct
the child where to put his or her teeth to produce an accurate sound. Teachers can increase a
student’s ability by telling them where and how to place their teeth or tongue or which position.

Phonics
A great way to teach struggling students’ phonics is with sound and picture match. This can be
easily done by matching pictures that starts with the same sound as the letter. For example, the
teacher can say h is for horse and show a picture of horse and make the sound of h to identify the
sound of that letter. Each letter has a distinguish sounds a sometimes-different principles are in
involved. At an early stage phonics are used with pictures to help students remember easily and
connect so each sound to the letter or picture. This can be done at home because parents can use
about anything in the house to point out and ask what letter that starts with or teach the sounds of
letters.

For all students have familiar sounds in their language to connect to sounds in English. The most
they use their native language they more they will Learn English. The teacher has to find ways to
connect the study of what the students already know to show relationship between what they are
learning in English.

Fluency
Partner reading this is a strategy that will give struggling readers enough time to go over their
text before reading aloud. Reading a text over an over helps students to learn words better an
becomes fluent. Fluency does not mean that students will it have an accent, students can be
fluent in their native accent. Pairing up with peers is a good way to encourage students to read
and get help from their partner. This can be done at home with family members.

Choral reading- this is when there is a group of students and the teacher or another group
member is reading, and the rest of the group follow along with their copy. This enables student
to follow as the teacher reads and learn how to pronounce words which is stored for later use.
They are able to recognize words especially because it’s a read aloud activity. Teachers can read
and then have volunteers to read the same text they did. This can be done at home during
bedtime where the parents read to their children and then they can have them read another night.
This is a great way to help struggling readers as the will move from a person who can read
fluently.

Vocabulary

Word list
Teachers can give students words under two list where it should be “ words below grade level”
words at grade level and words above grade level. Teachers can use the words to make sentences
so students can connect to the word which will help them to retain information. constant calling
out of the words or a spelling test will also be valuable for them remembering a recognizing it in
the future.

Words used during instructions and words need to know for subjects can also help students
expand their vocabulary. The environment a child in helps with speech development, so it is
appropriate or a responsible thing to do to use appropriate words to describe situations or express
oneself in ways that will help a student develop or add more words to their vocabulary in order
for proper communication. This can be done at home while communicating with children. Using
words throughout the subject can differentiate how differently one word can be use in different
situations.

Comprehension.

Repeated reading for comprehension is widely use in younger age groups. Students tend to
understand when the read over and over to make sense of what the just read. Teachers can do this
when reading instructions on what they have to do. It does not always have to be during reading
sessions but in any other topic, the teacher can as the child to read the instructions an explain
what needs to be done. This will build the child confidence and Comprehension skills. Parents
can do this at home while doing homework with their children or when they are cooking a simple
recipe.
Compare and contrast- this is an instructional intervention where the teacher helps the students
decode the text by using stories that has events or objects with similarities or differences. The
teacher will color code the similar and different information and ask the children to read and tell
her the difference and similar ideas in the stories. For example, the teacher can share a story on
paper to the students about a month and butterflies. She will then color all the information that
are similar between the butterfly and moth in blue and all the differences in red. She will then
ask the students to draw a Venn diagram and fill in the information to show
understanding( Response to Intervention / Vocabulary, 2020).

Response to Intervention / Vocabulary. (2020). Retrieved 4 June 2020, from


https://www.swsc.org/page/726

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