![]() ![]() Many children fail to learn to read when these approaches are used in classrooms. ![]() Reading science does not support approaches that rely on teaching children to read words using discovery and inquiry-based learning such as cueing systems. Structured literacy incorporates the findings from science on how to best teach foundational word-reading skills in the classroom, so that all children learn to read. Teaching the foundational skills of decoding and spelling written words in a direct and systematic way is also known as structured literacy. To do this, students need direct and systematic instruction in the code of a written language (also called the orthography). One important part of this is learning to decipher or “crack the code” – to become accurate and efficient at reading written words. The goal of reading is to understand what we read. Written language is a code that represents our spoken language. This is an essential task of the first few years of school.” These experts also noted that there is a critical window of opportunity, and age four to seven is the best time to teach children to read. Ontario’s 2003 Expert Panel on Early Reading noted: “Children must be taught to understand, interpret, and manipulate the printed symbols of written language. ![]() For most children, learning to read words does not come easily or naturally from exposure to language or reading. In contrast, the science of reading includes results from thousands of peer-reviewed studies that use rigorous scientific methods. Many approaches are based on theories or philosophies with no scientific evidence to support them. The science of reading is based on expertise from many fields including education, special education, developmental psychology, educational psychology, cognitive science and more.Īlthough some approaches to reading are promoted as “research-based,” this research does not always follow good scientific methods. The science of reading includes results from thousands of peer-reviewed studies and meta-analyses that use rigorous scientific methods. This report uses terms like the “science of reading,” “reading science,” “research-based,” “evidence-based” and “science-based” to refer to the vast body of scientific research that has studied how reading skills develop and how to ensure the highest degree of success in teaching all children to read. This body of scientific research, also known as the science of reading, has outlined how reading develops, why many students have difficulties learning to read, and how to teach early reading to prevent reading failure, among other things. Reading scientists have studied how young children learn to read for decades. Science has shown that there are effective and ineffective ways to teach word reading. Ontario 2003 Expert Panel on Early Reading Report at p 7 We now know that this is not inevitable, even for children who face significant challenges. Children with unaddressed reading difficulties have not failed the system the system has failed them. ![]()
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |