Hello moms, today we’ll talk about Strategies To Teach Reading Comprehension. What’s the simplest way to teach children to read? In line with the National Reading Panel, “teaching children to control phonemes in words was highly effective under a number of teaching conditions with many different learners across a range of grade and age levels and that teaching phonemic awareness to children significantly improves their reading significantly more than instruction that lacks any awareness of Phonemic Awareness.”  This is a statement made by the National Reading Panel (NRP) inside their report titled “TEACHING CHILDREN TO READ: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction.”
Phonemic Awareness instruction was selected for review by the NRP inside their report because studies have identified phonemic awareness and letter knowledge as two of the finest predictors of how well children will learn to read inside their first 2 years of entering school. There’s strong Scientific evidence to claim that phonemic awareness instructions are an important part in aiding children develop reading skills.
One study discussed the current presence of phonemic awareness in Austrian children aged 6 to 7 which were struggling to read when first entering school. This study found that many children had not just one correct response within their test of an easy vowel substitution task. However, a couple of children who exhibited high phonemic awareness scored close to master with this same task. The study further stated that “there is a certain predictive relationship between initial phonemic awareness differences and success in understanding how to read and to spell.” Even most importantly, the study indicated so it was phonemic awareness abilities, and not IQ, that predicted the accuracy of reading and spelling by the end of grade one. Children with high phonemic awareness at the start of grade one had high reading and spelling achievements at the end of grade one, compared for some children with low phonemic awareness who’d difficulties learning to read and spell. 
In the National Reading Panel report, additionally they determined that the beneficial effects of phonemic awareness on reading lasts well beyond the time of training. While phonemic awareness instructions are which may significantly help children learn reading, it is not a complete reading program. What it will, is provide children with a foundational knowledge foot of the alphabet language. The NRP analysis also showed that phonics instructions produces significant benefits for students from kindergarten through grade 6, and can be helpful for kids with learning how to read difficulties.
Children that are taught with phonics and phonemic awareness instructions are consistently in a position to decode, read, and spell, and even demonstrated significant improvement in their power to comprehend text. Even teenagers who receive these similar teachings improved their power to decode and spell. The NRP made a key statement saying that “conventional wisdom has suggested that kindergarten students mightn’t get ready for phonics instruction, this assumption was not supported by the data. The results of systematic early phonics instruction were significant and substantial in kindergarten and the 1st grade, indicating that systematic phonics programs should be implemented at those age and grade levels.“
However, I would like to further expand on that by saying that children as young as 2 yrs old can learn to learn through phonics and phonemic awareness instructions. If a kid can speak, then they need to be able to learn to learn, even if they are as young as two years old. In reality, I’ve proven this with my own personal children. We started teaching our daughter at 2 years and 8months, and she was very capable at reading by enough time she was just 2 years and 11 months old. Thanks for reading this article about Strategies To Teach Reading Comprehension and see you next time.
1. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
2. Cognition. 1991 Sep;40(3):219-49.
The relationship of phonemic awareness to reading acquisition: more consequence than precondition but still important.
Wimmer H, Landerl K, Linortner R, Hummer P.
University of Salzburg, Austria.