Six Components of Reading Essay

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Six Components of Reading Reading is a complex process that’s difficult to explain linearly. A student’s reading capabilities begin development long before entering the school setting and largely start with exposure (Solley, 2014). The first remnants of what children are able to do in terms of reading are built from their parents and other people and object around them as they’re read to, spoken to, and taken from place to place to see new things (Solley, 2014). As kids are exposed to more and more their noises quickly turn into intentional comprehensible messages and their scribbling begins to take the form of legible text as they attempt to mimic the language(s) they’re exposed to daily.
Oral Language and Phonological Awareness Oral
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In early school, activities such as talking, guided reading, reading aloud and singing, that exposes students to verbal communication, teachers can build on a student's capabilities. As student become more capable in the literacy ability in first and second grade, teachers us more student focused activities such as shared reading and interactive reading.
Many activities that build oral language exposes students to letters and the sounds that they make (phonemes). This understanding that letters or small groups of certain letters (such as the ch- in chalk or the kn- in know) represent specific sounds is known as phonemic awareness (Tompkins, 2010, p. 146). As students become more aware of the relationship between text and vocal communication, they began to notice certain words make similar sounds, such as ‘cat’ and ‘bat’. They notice that words are made up of groups of sounds known as syllables (example: seven is made with the sounds “se” + “ven”). Phonological awareness is a person’s ability to recognize the sound structure of spoken words (Tompkins, 2010, p. 14). Research suggests that phonemic awareness, and by extension, phonological awareness, is a prerequisite for learning to read and future success all thing related to reading, which includes essentially all of a student’s future classes (Tompkins, 2010, p. 155). Teachers build on a student’s phonological awareness largely

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