1. The Five Components of Reading
Catherine Armisto
Suzanne Bruce
Alanna Donohue

2. Introduction The Research The Five Components of Reading
Phonemic Awareness
Alphabetic Principle
Fluency
Vocabulary
Comprehension

3. Report of the National Reading Panel
Summarized Several Decades of Research
No Child Left Behind Act
Reading First Initiative
The Five Components of Reading
Systematic and Explicit Instruction

5. Systematic and Explicit Instruction
Skills are taught in a planned, logical, progressive sequence.
Multiple practice activities are scheduled.
Students apply what has been taught.
Progress monitoring
Teacher states clearly what is being taught.
Teacher models how to effectively use strategies.
Ensures students’ attention is drawn to important features.
Example: Certain sounds may be taught before others based on difficulty.

6. Phonemic Awareness

7. What are phonemes?
The smallest segment of sounds with spoken language.
/n/
/o/

8. How many phonemes?
rain

9. How many phonemes?
reign

10. How many phonemes?
ate

11. How many phonemes?
eight

12. How many phonemes?
straight

13. Phonemic Awareness Tasks
Isolating Phonemes
Blending onset-rimes
Blending Phonemes
Deleting Phonemes
Segmenting words into Phonemes
Adding Phonemes
Substituting Phonemes

14. Isolating Phonemes Phonemic Awareness Task Demonstration Activity
Example
Isolating Phonemes
Students identify specific sounds at the beginning, middle and end of words.
[T]: What is the first sound in the word dog?
[S]: /d/

16. Blending onset-rimes Phonemic Awareness Task Demonstration Activity
Example
Blending onset-rimes
Students blend onset-rimes to form real words.
[T]: What word can you make by blending these two sounds together? /s/…/and/
[S]: sand

17. Blending Phonemes Phonemic Awareness Task Demonstration Activity
Example
Blending phonemes
Students blend phonemes to form real words.
[T]: What word can you make by blending these sounds? /b/ /a/ /t/
[S]: bat

20. Deleting Phonemes Phonemic Awareness Task Demonstration Activity
Example
Deleting phonemes
Students identify the word that remains when a phoneme is removed or deleted.
[T]: What word is left when we drop the /s/ from the word spot?
[S]: pot

22. Segmenting Words into Phonemes
Phonemic Awareness Task
Demonstration Activity
Example
Segmenting Words into Phonemes
Students break a word into its individual sounds by counting the sounds or by moving a marker for each sound.
[T]: How many phonemes are there in the word bake?
[S]: three

24. Adding Phonemes Phonemic Awareness Task Demonstration Activity Example
Students make new words by adding a phoneme to a word.
[T]: What word do you make when you add a /b/ to the beginning of the word ring?
[S]: bring

25. Substituting Phonemes
Phonemic Awareness Task
Demonstration Activity
Example
Substituting Phonemes
Students make a new word by replacing a specified phoneme with another.
[T]: Say the word bag. Now change the /b/ to an /r/. What is the new word?
[S]: rag

27. Why is phonemic awareness important?
Strong predictor of long term reading success (Put Reading First, 1998)
Many students (75%) enter kindergarten with proficient phonemic awareness skills. The 25% of students who have not mastered these skills are from all socio-economic backgrounds and need explicit instruction in phonemic awareness.

29. How can teachers help students develop phonemic awareness?
Assess the students.
Focus on one or two phonemic awareness skills.
Allocate time for phonemic awareness instruction.
Chants, poems, songs, and tongue teasers!
The good news is that phonological awareness is one of the few factors that teachers are able to influence significantly through instruction—unlike intelligence, vocabulary, and socioeconomic status (Lane and Pullen, 2004).

30. How can teachers help students develop phonemic awareness?
Emphasize segmenting words into phonemes.
Work with small groups.
Use manipulatives (sound boxes, chips, beads, etc.).

31. Phonemic Awareness Assessments

32. Sounds Great! Five Components of Reading
Numerous Skillsets within each component
8 (or more) Students
@ 8 different levels

33. Literacy Centers Phonemic Awareness Alphabetic Principle Fluency
Vocabulary
Comprehension
Literacy Centers

34. Literacy Centers Alphabetic Principle
Consonant-vowel-Consonant
Vowel-consonant-e
Prefixes and Suffixes
Syllable Division
Digraphs
Literacy Centers Alphabetic Principle