Beginning readers have different levels of proficiency, but many may follow a similar path as they learn new words and orthographic patterns. This may not be the case for those with the lowest levels of ability, so curriculum and instruction should take into account the needs of those who depend most on their in-school literacy experiences.
Teachers can help beginning readers master more than half of the 2,500 most frequently occurring word families by focusing on words they have already acquired in oral language and words with high concreteness ratings.
We’re hearing a lot these days about the science of reading. This isn’t the first time that questions have been raised about how research can be used to increase children’s reading proficiency.
Part 1 answers the question: Why is the orthography of English so important in learning to read (and critical for teachers of reading to understand)?
Part 3 discusses how reading acquisition can be supported and what instructional activities can be delivered to a beginning reading class.
Students have trouble learning and retaining lists of unconnected words. Teaching words in networks helps students form connections among the words, bolstering their understanding.