Effective Early Reading Instruction |
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through a carefully planned scope and sequence, using decodable texts. It starts with basic
concepts and progresses to more complex concepts
broken down into small, manageable sections.
Explicit instruction refers
to teaching that is clear, direct and purposeful.
When planning and implementing systematic and explicit instruction, educators should consider
that students come to school with different prior early reading experiences. Gathering timely and
ongoing assessment data is crucial in identifying a student’s progress in acquiring skills being
taught. It can also help tailor classroom instruction to meet a student’s learning needs, as well as
support early identification of students who may require intervention beyond classroom
instruction.
The following tables provide examples of systematic and explicit instructional strategies for each
early reading skill. These strategies are applicable in Kindergarten to Grade 3 classrooms and
beyond.
Phonological and phonemic awareness
Phonological awareness
Phonological awareness refers to the ability to reflect on the sound structure of spoken
language. This includes the ability to identify and produce words that rhyme, to hear individual
syllables within a word, and to break down a word into its onset and rime.
Examples of systematic explicit instructional strategies
The instructional focus is on segmenting and blending, two skills that will
carry into phonemic
awareness instruction:
●
Tap or clap out the words in a sentence of one-syllable words said by the teacher or a
peer.
●
Tap or clap out the syllables in words; begin with two-syllable compound words (e.g.,
sun-shine, base-ball), and progress to multisyllabic words (e.g., ba-na-na, fam-i-ly, cal-
en-dar).
●
Break them apart and then put them back together (e.g., sun-
shine … sunshine)
●
Explicitly teach and generate rhyming words (e.g., top, hop, drop)
Effective Early Reading Instruction |
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