Hi moms, today we’ll talk about Reading Success Program. What’s the simplest way to instruct children to read? According to the National Reading Panel, “teaching children to control phonemes in words was highly effective under a variety of teaching conditions with a variety of learners across a variety of grade and age levels and that teaching phonemic awareness to children significantly improves their reading more than instruction that lacks any attention to Phonemic Awareness.”  This is a statement created by the National Reading Panel (NRP) in 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 greatest predictors of how well children will learn to learn within their first 2 years of entering school. There’s strong Scientific evidence to suggest that phonemic awareness instructions are an essential part in helping children develop reading skills.
One study discussed the presence of phonemic awareness in Austrian children aged 6 to 7 which were struggling to read when first entering school. This study found that lots of children had not one correct response in their test of an easy vowel substitution task. However, a few children who exhibited high phonemic awareness scored close to perfect on this same task. The research further stated that “there was a particular predictive relationship between initial phonemic awareness differences and success in understanding how to read and to spell.” Even more importantly, the research indicated so it was phonemic awareness abilities, and not IQ, that predicted the accuracy of reading and spelling at the conclusion of grade one. Children with high phonemic awareness at the beginning of grade one had high reading and spelling achievements by the end of grade one, compared for some children with low phonemic awareness who had difficulties learning how to read and spell. 
In the National Reading Panel report, in addition they determined that the beneficial aftereffects of phonemic awareness on reading lasts well beyond the time of training. While phonemic awareness instructions are demonstrated to significantly help children learn reading, it is not really a complete reading program. What it will, is provide children with a foundational knowledge foot of the alphabet language. The NRP analysis also indicated that phonics instructions produces significant benefits for students from kindergarten through grade 6, and is also helpful for children 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 ability to comprehend text. Even teenagers who receive these similar teachings improved their ability to decode and spell. The NRP made a vital statement saying that “conventional wisdom has suggested that kindergarten students might not get ready for phonics instruction, this assumption wasn’t supported by the data. The effects of systematic early phonics instruction were significant and substantial in kindergarten and the 1st grade, indicating that systematic phonics programs should really be implemented at those age and grade levels.“
However, I wish 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 child can speak, then they should be able to learn to learn, even if they’re as young as 2 yrs old. In fact, 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 the full time she was just 2 years and 11 months old. Thank you for reading this article about Reading Success Program 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.