| Component of Reading Instruction | Research Based Reading Instruction | Research Based Instructional Strategies | Common Core State Standards (CCSS) |
| Phonemic Awareness | Phoneme identification, isolation, separation, deletion and manipulation in a word and blending (Frost, n.d). | Interaction with printed material, phoneme substitution games, representation of sound, early writing activities and practice (Wise, 2016). | Phonemic standards call for systematic approach through instruction (Core knowledge, 2017). |
|
. Phonics |
Explicit and implicit | Analogy, analytic, embedded, synthetic and phonics through spelling (National Reading Panel, 2017) | Phonic standards require the inclusion of systematic approach by instruction |
| Fluency | Reading fluency to ensure read with speed and accuracy (Texas Education Agency, 2002). | Model fluent reading, repeated, choral, tape assisted, partner reading and readers’ theater | Fluency standards require that Instruction should focus on comprehension and development of language through read-aloud |
| Vocabulary | Content area vocabulary development and word identification to determine meanings of unfamiliar words (Texas Education Agency, 2002). | Contextual and structural analysis. | Vocabulary standards call for student understanding of phrases, words, their nuances, and relationships. Additionally, they should acquire new vocabulary, especially domain-specific and general academic words and phrases |
| Comprehension | Reading expository texts to identify text structures and understand text interrelation as it conveys meaning (Texas Education Agency, 2002). | Problem-solution, description, cause and effect relationships, enumeration, sequencing, comparison | Standards require that focus should be on comprehension and development of language that may be accompanied by read-aloud sessions |
| Content Area Reading | Reading comprehension to the meaning of various texts. | Asking and generating questions, predicting, making inferences, activating as well as using background knowledge, summarizing and visualizing (Texas Education Agency, 2002). | Standards call for balance in the use of nonfiction and fiction texts during the teaching of language (Core knowledge, 2017). |
Works Cited
Core Knowledge. (2017). Language Arts and the Common Core State Standards. Core
Knowledge, p. 1-68. Retrieved from www.coreknowledge.org/wp-
content/uploads/2017/01/CKLAOverview.pdf
Dr. Frost, S. (n.d). Phonemic Awareness and Phonics Instruction. Wright Group Lead 21, p. 1-
16. Retrieved from http://www.doe.in.gov/sites/default/files/curriculum/research-base-phonemic-awareness-and-phonics.pdf
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National Reading Panel. (n.d). Phonics Instruction. Reading Rockets. Retrieved from
http://www.readingrockets.org/article/phonics-instruction
Texas Education Agency. (2002). Research-Based Content Area Reading Instruction. Texas
Reading Initiative, 105(2), p. 1-13. Retrieved from buildingrti.utexas.org/sites/default/files/booklets/redbk4.pdf
Wise, R. (2016). 5 Research-Based Reading Strategies for Teaching Phonemic Awareness: An
Early Reading Skill. Education and Behavior. Retrieved from http://www.educationandbehavior.com/how-to-teach-phonemic-awareness-to-kindergarteners/
