Transcription of The Reading Process and ‘The Big Six’ - Pearson
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The Reading Process and ‘The Big Six’ - Pearson
The Reading Process and The Big Six This article has been generated from the Research into Practice series by the DECS Literacy Secretariat to foreground current research and implications for practice. It is based on Konza. Teaching Reading : Why the Fab Five should be the Big Six . Australian Journal of Teacher Education 39, no. 12 (2014). by Chris Brown Assistant Principal, Bacchus Marsh Primary School, VictoriaIllustration by Kanae SatoIntroductionLearning to read is one of the most important outcomes of education. But Reading is an incredibly complex Process . It s underpinned by oral language skills and involves very specific skill development (phonemic and decoding strategies) and the application of comprehension strategies. In order to teach students to read successfully, educators need to understand the delicate ways in which these skills and strategies work together to meet individual students at their point of the past four decades, numerous large-scale reviews of research into the effective teaching of these skills and strategies have occurred in North America, Britain and Australia.
for reading development is awareness of the individual sounds or phonemes, that is, phonemic awareness. A preschool child’s phonemic awareness the single best predictor of their future reading ability, better than either SES or IQ 2-7. Being able to blend and segment phonemes are the most crucial phonemic skills for reading and spelling.
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