Reading involves several skills used simulatneously.
The ability to read is the result of mastering several skills. Beginning readers learn the basics of reading through phonics. Phonics includes knowledge of the alphabet and sounds, and the way they are represented in print. Sounding out words comes next, followed by simple sentences, then paragraphs. After phonetic mastery, students shift their focus to comprehension; they learn the skills that enable them to understand the text, which is one of the main purposes of reading.
Phonics
Kindergarten students learn to identify the alphabet, not just recite it. Teachers work on letter-naming fluency while introducing the sounds to specific letters. Students also begin to learn write, which enables them to understand the relationship between a spoken sound, the name of its letter and its corresponding shape.
Students in kindergarten and first grade spend a considerable amount of time applying phonics skills to sound out words. These are usually simple, three letter words that follow a predictable pattern like C-V-C (consonant, vowel, consonant). Sight word recognition is also important. These words are frequently used in print but are not phonetic, like "are," "I" and "were." Children memorize sight words while learning phonics skills.
Fluency
Fluency, another essential skill required for reading, is the ability to read words accurately with expression at an appropriate rate of speed. The only effective way to build fluency skills is by frequent practice. Teachers conduct repeated and choral readings in the classroom as well as assess students individually with oral reading tests that measure the words per minute. As fluency improves, students learn to decode more words and improve comprehension.
Comprehension
Students reach comprehension when they understand the text they are reading. Comprehension involves use of strategies like predicting, summarizing, questioning and determining the main idea of a story. Teachers introduce and practice these strategies separately, then conduct guided lessons as students apply them in class. The goal is to enable the child to incorporate these strategies while reading independently. When a student comprehends, they are doing more than just calling words; they are making connections to the text and reading for meaning.
