Report on Literacy Skills and Reading Education History in the U.S.

This report delves into the history of reading education in the United States, emphasizing the critical importance of literacy skills from kindergarten through third grade. It highlights the evolution of reading education, recognizing the need to engage children's interest early on and the long-term benefits of childhood literacy. The report outlines the five key components of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and text comprehension, explaining their significance and the brain's involvement in each. Additionally, it discusses two intervention strategies for struggling readers: repeated reading and assisted reading, offering practical approaches to improve reading skills. The report cites several research papers to support its claims, providing a comprehensive overview of literacy development and effective teaching methods.

LITERACY SKILLS

SCOPE OF READING EDUCATION
HISTORY IN THE U.S
2
Reading education is process through which individuals could be
taught for deriving meaning from the text. The schoolchildren who do
not have capability to read after third grade could face obstacles for
being successful in education (Costa, et al., 2017).

IMPORTANCE OF READING
EDUCATION HISTORY IN THE U.S
3
In the colonial times, the reading education was straightforward and
simple. Educators observed that reading education should engage
interest of children. Reading skills of child are essential to them to be
successful in school.

IMPORTANCE OF LITERACY IN
GRADES K TO 3
4
Children introduced early to reading begin to read in school when
compared with children who aren’t exposed to books and languages
at young age. Developing literacy skills early makes this easier to the
children in leaning to read. Reading is crucial skill for children to be
successful in school (Kaminski, et al., 2018).

EDUCATIONAL EFFECTS ON
STUDENTS IN THEIR LATER
ACADEMIC YEARS
5
There is evidence that there are long term effects of childhood
education. It is seen that there is advantage of long term from
childhood education which are essential for avoiding methodological
problems that are associated without having control group.

5 BIG COMPONENTS FOR READING
INSTRUCTION
6
Phonemic Awareness
Teaching the children in manipulating phonemes within words
is really effective under several teaching conditions having several
learners over range of age as well as grade level. Teaching children
phonemic awareness improves reading more.

5 BIG COMPONENTS FOR READING
INSTRUCTION (CONTINUED)
7
Phonics
It refers to instructional method to teach children for reading.
This process teaches sounds that are associated with the letters as
well as letters’ combination. It is different from linguistics terms
“phonetics” and “phoneme” that refer to the sounds as well as its
study (Neumann, 2018).

5 BIG COMPONENTS FOR READING
INSTRUCTION (CONTINUED)
8
Fluency
Children who cannot read fluently sound awkward and choppy.
Such children might face difficulty in decoding skills. They might
need much practice with smoothness and speed in reading. It is
important also for motivation. Children with slow reading would have
trouble while meeting reading demands.

5 BIG COMPONENTS FOR READING
INSTRUCTION (CONTINUED)
9
Vocabulary
It plays essential role in reading education as well as greatly
contributes to comprehension of a reader. Reader could not
understand text without even knowing what maximum words mean.
Children could learn meanings of the words indirectly by per day
experiences with written and oral language.

5 BIG COMPONENTS FOR READING
INSTRUCTION (CONTINUED)
10
Text Comprehension
This needs making sense for the texts that allows reader in
gaining knowledge as well as make connections to larger world.
Many skills support text comprehension which includes making
inferences and predictions, using structures of text and monitoring
understanding.

INVOLVEMENT OF BRAIN IN 5 BIG
COMPONENTS FOR READING
INSTRUCTION
11
Every time speech is heard by child, brain is knowing rules of the
languages which generalize to reading later. By time children are
ready in reading effectively, brain did work coordinating the sounds
into language as well as is totally prepared in coordinating language
for reading. Reading brain could be likened with symphony
orchestra’s collaborative effort (Vernon-Feagans, et al., 2019).

TWO INTERVENTION STRATEGIES
FOR STRUGGLING READERS
12
Repeated Reading
Several children having reading problems could be traced to
automaticity issues. Automaticity could be acquired in case of
reading’s several developmental stages. Repeated reading could be
done when a passage is repeatedly read by reader and gets help with
the correcting errors.