Literacy Trends and Issues: A Look at the Five Pillars and the Cement That Supports Them

Abstract

The parallel paths of the impact of the report of the National Reading Panel and the 14 years of the What's Hot survey, which is published annually in Reading Today are traced in this article. The authors look at the “five pillars” (phonemic awareness, phonics, fluency, vocabulary, and comprehension) of literacy instruction and how they have fared on the What's Hot list. They also describe the policies and research that may have influenced the degree of attention being paid to a given topic. The pillars would not be standing without scientific evidence‐based research—the cement on which they are based—therefore, scientific evidence‐based data is included in the analysis. The authors conclude that three of the pillars—phonemic awareness, phonics, and fluency—are receiving less attention than previously. They also note that vocabulary and comprehension, the keystones of reading, are receiving increased attention. تصف هذه المقالة المسارات المتوازية لوقع تقرير اللجنة الوطنية للقراءة والاستفتاء بعنوان واتس هوط الذي بدأ منذ 14 سنة وهو منشور في مجلة القراءة اليوم سنوياً. ينظر المؤلفون إلى ((الأركان الخمسة)) (أي الوعي الصوتي وعلم الصوت والمرونة والمفردات والاستيعاب) من تعليم معرفة القراءة والكتابة وأين تظهر هذه الأركان على قائمة واتس هوط. بالإضافة إلى ذلك يصفون السياسات والأبحاث العلمية التي أثرت في درجة إعارة الانتباه إلى موضوع معين. ولم تقم هذه الأركان بدون أبحاث علمية مبنية على التجارب—وهذا هو الأساس الذي تبني الأبحاث عليه—وبالتالي الأبحاث العلمية المبنية على التجارب معروضة في التحليل. وانتهى المؤلفون إلى الفكرة بأن ثلاثة من الأركان—الوعي الصوتي وعلم الصوت والمرونة—لا تسترعي نفس المقدار من الانتباه كما كانت عليه من قبل. ويذكرون أيضاً أن المفردات والاستيعاب، حجرا القراءة الأساسيان يسترعيان مقداراً أكبر من الانتباه. 本文追溯历来全美阅读研究小组报告及14年来每年在《今日阅读》发表的《什么是最热门的专题?》的调查两者所产生的影响。本文审视读写教学的「五个支柱」(音素意识、语音、流畅度、词汇知识、阅读理解)及这些支柱在《什么是最热门的专题?》的出现率。本文亦论述一些可能影响对某个专题的注意程度的政策与研究。如果没有以科学证据为基础的研究（支柱的水泥基础），这些支柱是不会屹立起来的，本文因此也有以科学证据为基础的研究资料分析。本文在结论中指出，现时这些支柱其中的三项音素意识、语音、流畅度比以往得到较少的注意，而词汇知识与阅读理解却比以往得到较多的注意。 On fait un parallèle dans cet article entre l'impact qu'a eu la National Reading Panel et les 14 ans de l'enquête What's Hot qui est publiée chaque année dans Reading Today. Les auteurs examinent les « cinq pillards » (conscience phonémique, phonétique, fluidité, vocabulaire, et compréhension) de l'enseignement de la littératie et ce qu'il en est advenu dans la liste What's Hot. Ils présentent aussi les politiques et les recherches qui ont pu avoir un effet sur l'attention portée à un sujet donné. Les pillards ne se concevant pas sans recherche scientifique basée sur des faits — c'est le ciment sur lequel ils se fondent —des données basées sur la recherche ont par conséquent été inclues dans cette analyse. Les auteurs concluent que trois des cinq pillards — la conscience phonémique, la phonétique, la fluidité — reçoivent moins d'attention que par le passé. Ils remarquent également que le vocabulaire et la compréhension, pierres angulaires de la lecture, retiennent de plus en plus l'attention. В статье прослеживается сходство между отчетами,...

Differences in Mean Number of Consonant-Vowel-Consonant Words Decoded between Letter-Sound Readers and Non Letter-Sound Readers

“…However, with the study's statistically significant results-letter-sound readers decode significantly more CVC words than non letter-sound readers-combined with support from reading research-children need early, systematic phonics instruction [3] [8] [13] [66], the following implications for teaching young children to read should be considered. 1) In the practice setting offer children specifically designed phonics activities that rather than instill the ability to move from sound-to-print, the activities help children practice a print-to-sound, letter-sound reading (letter decoding) process.…”

“…The National Reading Panel report [8] is a comprehensive review of reading research literature that influences how reading is taught in schools today [13]. The Panel members conducted an analysis of over 10,000 quantitative studies and the recommendations that followed were that children should a) learn to decode words early, b) repeat read text for effective decoding development, and c) practice decoding frequently so decoding becomes an automatic, subconscious habit.…”

“…The National Reading Panel pointed out the aforementioned repeat reading studies did not fail to find transfers of decoding skills to new text, the studies did not attempt to measure decoding transfer skills ( [8] pp. [3][4][5][6][7][8][9][10][11][12][13][14][15]. The early studies laid a foundation for future repeat reading studies.…”

“…When children are able to extract and manipulate single letters within spoken words, studies show that the ability improves word decoding and overall reading ability [1] [13]. However, the National Reading Panel notes that a child will never hear a separate, distinct sound /a/ within the spoken word "cat" unless the child first understands the concept of print and that the single letter sound /a/ exists ([1] [8], pp.…”

“…The researchers gathered over 10,000 quantitative reading research studies and interpreted the results. The National Reading Panel report strongly influences how reading is taught today [8] [13]. The National Reading Panel report presents four areas needed to teach reading in the following order a) phonemic awareness, b) phonics, c) fluency, and d) comprehension.…”