Kenneth Lloyd Tano

#SHARETIME READING STRATEGY AND READING COMPREHENSION by Kenneth Lloyd Gozo Tano Emelyn R. Magtabog Rationale Learning to read is a challenge for many learners, but most can become good readers if they get the right help. Indeed, reading is significant in the aspect of learning (Reading Rockets, 2018). Reading is the practice of using various skills to read or "decode" words. In the aspect of reading decoding, readers sound out words by pronouncing their parts and then joining those parts to form words. In order to read with sufficient fluency to comprehend what is being read, readers must be able to decode words and join the parts quickly and accurately. Readers who do not develop decoding skills will have difficulty with reading comprehension. (Ann Logsdon, July 2018) The first few years of a child’s life are some of the most important. In fact, about 80 percent of a child’s brain is developed by age three, with a key period of development occurring in their language and literacy skills. Children with problems in reading have weaknesses in phonological skills, and this affects their ability to learn to decode with efficiency and to comprehend on the given text. To address this problem, struggling readers often need repeated drill and practice of phonics and decoding activities over a longer period of time. Researchers typically recommend research-based instruction programs to address these needs. (Garcia, 2017) In the research of Solheim et al, 2018 he mentioned that effective reading interventions typically involve letter-sound correspondences, phonics instruction on how to use these correspondences to read and spell words. He added that in meta-analysis of interventions for at-risk and struggling readers in preschool through Grade 6, Suggate (2010) makes a distinction between studies that explicitly target (a) phonemic awareness, (b) phonics, (c) comprehension or (d) a mixture of these, and concludes that phonics interventions were more effective until Grade 1, after Grade 1, comprehension interventions and mixed interventions tended to be most effective.  Intervention intensity (e.g. size of the instructional group, how frequently intervention is provided, and length of each session, duration of intervention, knowledge and experience of the teacher) has also been found to affect efficacy (Vaughn, Denton, & Fletcher, 2010). Even so, recent meta-analyses (Galuschka et al., 2014; Suggate, 2010, 2016) have failed to document a moderating effect for such intervention features. However, the authors of these meta-analyses suggest that the absence of moderating effects might be a consequence of intervention features typically being confounded, which in turn would reduce the observed association between such moderators and outcomes. (Solheim et. al. 2018) As children progress through the primary years, they learn to decode more increasingly complex words with more than one syllable. In the upper primary years, children begin to learn about prefixes and suffixes. They will also explore Greek and Latin roots to gain a better understanding of the meanings of complex words. As children become proficient with these skills, the skills become more automatic. Children no longer feel the need to sound out each letter to decode words. They begin to rely more on sight recognition. It is not uncommon, however, for children with learning disabilities such as dyslexia to need more time and more practice with such skills than children without learning disabilities. As children become more proficient with recognizing words and parts of words on sight, they also begin to learn how to blend clusters of letters and recognize common groups of letters and how their meanings are affected by those clusters. Children begin to read clusters of letters rather than letters individually. Children are typically taught to look for parts of words or root words that they already know to decode larger unfamiliar words. For example, dog and house make up the word doghouse. Children with learning disabilities in reading or dyslexia often have weaknesses in phonological skills, and this affects their ability to learn to decode with efficiency. They can often fully understand passages that are read to them, but they lose the meaning of passages when they attempt to read them themselves. To address this problem, struggling readers often need repeated drill and practice of phonics and decoding activities over a longer period of time than non-disabled children. Researchers typically recommend research-based instruction programs to address these needs. (Ann Logsdon, July 2018)